Analysis of SO 7026 and SB 7030
SB 7026, enacted shortly after the shooting, provides a comprehensive approach to school safety. One of its main provisions establishes the Office of Safe Schools (OSS) within the Florida Department of Education (DOE), which serves as a central coordinating body for all school-safety programs and initiatives. Through this department, better coordination between law enforcement and educational agencies becomes possible, thereby enhancing an integrated approach to campus security.
SB 7026 also authorizes sheriffs to establish the Coach Aaron Feis Guardian Program, which allows trained school personnel to help prevent or mitigate active assailant incidents on school grounds (SB 7026 Public Safety, 2018). The legislation spells out strict requirements for joining such a program that include concealed carry weapons licenses, training regarding firearms, and mental evaluations to ensure users are psychologically ready and qualified.
Moreover, SB 7026 allows the reappointment of retired law enforcement officers to serve as school resource officers, who help improve campus security. The legislation also exists to expand mental health services for students. This is undertaken by contracted community action treatment teams responsible for providing community-based behavioral health services and, in doing so, addresses a crucial aspect of student well-being.
More importantly, the bill introduces the School Safety Awareness Program (SSAP), which is guided by the implementation of the FortifyFL mobile app for reporting suspicious activities and for aiding the anonymous submission of safety-related concerns. Finally, SB 7026 establishes the Commission for Public Safety at Marjory Stoneman Douglas High School, whose main responsibility is to investigate system failures in prior mass violence incidents and develop recommendations for improvements.
At the same time, SB 7030 was introduced to implement the Public Safety Commission’s key recommendations. One of its significant provisions revolves around the implementation of safe-school officers at every public institution, including charter schools. This mandates the need to build strong partnerships between school boards, superintendents, and law enforcement or security agencies (SB 7030 Implementation of Legislative Recommendations, n.d). Their main responsibility is to ensure the presence of trained personnel dedicated to maintaining a secure environment on school premises.
Similarly, SB 7030 emphasizes oversight and accountability in implementing school safety measures, requiring schools to notify law enforcement of officer misconduct as soon as possible. It also allows collaboration between school districts and charter schools – their objective is to ensure equal access to school resource officers and to empower sheriffs to assist in compliance efforts. Furthermore, SB 7030 emphasizes the importance of Threat Assessment Teams in enhancing reporting mechanisms for school environmental safety incidents. It promotes the use of the FortifyFL mobile suspicious activity reporting tool for intervention and response.
As evidenced above, SB 7026 and SB 7030 play a critical role in assuring the health, safety, and welfare of all individuals on campus through multifaceted legislative measures. From the onset, SB 7026, through the establishment of the OSS, addresses safety concerns while facilitating improved coordination between education and law enforcement entities. The bill also mandates the Coach Aaron Feis Guardian Program, allowing trained school staff to prevent active assailant incidents.
In addition, SB 7026 supports the implementation of SSAP, which enhances campus safety by enabling anonymous submission of safety concerns. Similarly, SB 7030 builds on this foundation by emphasizing the deployment of safe school officers in every public school, ensuring a dedicated presence to maintain a secure environment. It underscores oversight and accountability, requiring timely notification of officer misconduct and promoting equitable access to safety resources across school districts.
However, it is imperative to note that school safety cannot rely solely on legislation. There are other important facility issues, as highlighted by Schilling and Tomal (2013), that contribute to school safety. For instance, most schools have aging buildings that were not designed to accommodate today’s environmental, safety, technology, and teaching needs. Similarly, enrollment in most of these schools is constantly increasing from preschool through grade 12.
Regarding the environmental aspect, scientific evidence links various products and chemicals to health issues (Schilling & Tomal, 2020). This explains why asbestos removal remains the biggest environmental project in U.S. history. Other environmental issues common in schools today include water quality, industrial toxic waste disposal and resulting ground and water pollution, structural-related diseases, and sick building syndrome.
Current Safety Plan Aligned with New Legislation (3.4.1)
Recent legislation, notably SB 7026 and SB 7030, has spurred significant enhancements in school safety practices and oversight, as evidenced by Principal Nelson-Warren’s proactive approach to promoting campus safety at Maynard Evans High School. This approach aligns with specific measures such as SB 7026’s emphasis on heightened awareness of gun infractions and SB 7030’s focus on bolstering campus safety resources through the establishment of safe school officers. More specifically, Nelson-Warren stated that the school has adopted rigorous safety protocols, including random weapons checks and daily exterior campus checks. This is a clear indication that the school is committed to preventing incidents involving active assailants in accordance with state and federal guidelines.
In line with the above, SB 7030’s mandate to enhance oversight mechanisms and ensure the effective implementation of safety measures is reflected in the school’s decision to implement additional security personnel. A good example here is the Open Gate weapons detection system pilot program, which further aligns with the objectives outlined in House Bill 1421. The bill reinforces the need to improve school safety practices through proactive measures, such as deterring safety infractions (The Florida Senate 2022 summary of legislation passed by the education committee, n.d.).
In addition, House Bill 1421 emphasizes the need to address students’ mental health needs, which has been addressed through the school’s focus on promoting campus safety through communication and discipline meetings. Overall, Maynard Evans High School’s integration of recent legislation and proactive safety measures serves as a testament to its commitment to ensuring the well-being, safety, and security of all individuals present on campus.
Recommendations Based on Current Research in School Safety Best Practice
Based on current research on school safety, several recommendations aim to enhance students’ safety and well-being. The first recommendation is for schools to prioritize prevention and mitigation strategies. This means schools should adopt measures to guide the implementation of evidence-based practices, such as threat and security assessments and staff training programs (Practical information on crisis planning, 2007). These initiatives should focus on identifying potential risks and vulnerabilities within the school environment and implementing appropriate measures to address them effectively.
Schools must prioritize preparedness efforts to ensure they can respond quickly and effectively in an emergency. For example, they should develop and regularly update emergency response plans. They also need to conduct drills and provide training to staff and students on emergency procedures.
Research shows that schools should take a comprehensive approach, considering threats such as natural disasters, violence, and public health issues (Practical information on crisis planning, 2007). It is also crucial for schools to establish clear communication and coordination between school staff, law enforcement, and community partners. Effective communication systems and protocols allow for the timely sharing of information and the coordination of response efforts during emergencies.
Moreover, schools should prioritize promoting mental health and well-being among students and staff. For instance, schools should strive to offer equal access to certified school counselors while also implementing guidance programs that address students’ critical needs and labor market trends (Statutes & Constitution, n.d.). Additionally, schools should incorporate best practices for advisement and consider alternative guidance systems to support students’ academic and emotional development (Statutes & Constitution, n.d.). In essence, these recommendations align with state and federal guidelines to ensure a secure learning environment for all individuals.
State and Federal Guidelines for Maintaining a Safe Learning Environment
Maintaining a safe learning environment is a shared responsibility involving state, federal, and local stakeholders. This explains why state and federal guidelines are available to offer a comprehensive framework needed to ensure the safety and well-being of all students. For example, Florida statutes (FS) comprise specific measures and procedures to support school safety initiatives.
FlS, specifically Chapter 1003, Part III, emphasizes the authority of school authorities to control students’ conduct during school hours and during sponsored activities (2020 Florida Statutes, n.d.). This includes establishing disciplinary measures to maintain order and safety within educational settings. Moreover, additional educational choice options are available to students and families, such as charter schools and virtual instruction, providing alternatives to traditional public schools.
FS Chapter 1003, Part III, delineates the authority of teachers and school administrators to maintain discipline and control over students. This includes the responsibilities of district school boards and principals in ensuring a safe and orderly learning environment (2020 Florida Statutes, n.d.). Furthermore, Florida Statutes Chapter 1006, Part I, outlines the benefits of guidance services in supporting student well-being and academic success (2020 Florida Statutes, n.d.). As a requirement, district school boards must submit annual guidance reports that include examinations of student access to certified school counselors and progress toward incorporating best practices for advisement.
At the federal level, acts such as the Every Student Succeeds Act (ESSA) and the Gun-Free Schools Act (GFSA) have contributed to improving school safety. On the one hand, ESSA aims to provide all public schools with safe and healthy environments designed to enhance learning and academic achievement (The Elementary Secondary Education Act, n.d.). This can be achieved by having states develop and implement comprehensive plans for school security and emergency readiness. However, the GFSA instructs schools to enact policies regarding the possession of firearms and other weapons on school grounds to prevent and respond to violence (State Report of GFSA implementation, n.d.). Moreover, it requires law enforcement agencies to report firearm incidents.
As for facility-related issues, states are required to disseminate guidelines and information on testing protocols to ensure schools evaluate drinking water for possible lead contamination. Similarly, local education agencies are required to notify parents, teachers, and employee organizations of lead testing results. School districts, on their part, are required to make copies of the test results and notify parents and teachers of the same (Schilling & Tomal, 2013). Moreover, underground storage tanks (USTs) that contain regulated substances, such as petroleum, are subject to regulation. For instance, all UST owners are required to notify the appropriate state agency of the age, size, type, and location of the operating USTs.
Overall, state and federal guidelines play a crucial role in establishing standards and procedures for maintaining safe learning environments. By adhering to these guidelines and implementing evidence-based practices, schools can create environments where students feel secure, supported, and empowered to succeed academically. These guidelines provide a framework for schools to address various aspects of safety, including crisis planning, prevention strategies, and response protocols. Through effective implementation, schools can prioritize the well-being of all students and foster a conducive atmosphere for learning and academic achievement.
The Role of School Personnel and the SRO/Guardian in the School’s Safety Plan
Maintaining discipline and fostering a safe learning environment in schools requires the concerted efforts of various stakeholders, including school personnel and School Resource Officers (SROs) or Guardians. Teachers and administrators play a crucial role in enforcing school rules consistently and fairly(Wood & Hampton, 2021). In doing so, they tend to establish clear expectations for student behavior and provide support to students facing behavioral or emotional challenges.
These school personnel are responsible for monitoring student behavior and collaborating with counselors and social workers to effectively address individual needs. On their part, counselors and social workers provide counseling and support services and facilitate interventions to address underlying issues contributing to disruptive behavior. They also act as a link between community resources and schools, ensuring that students receive appropriate support and services.
SROs or Guardians, on their part, provide a visible presence to deter potential threats and criminal activity, further contributing to the overall school safety. Their key tasks include responding to emergencies and incidents, conducting patrols to monitor for suspicious behavior, and investigating incidents involving weapons or violence (Wood & Hampton, 2021). They also act as mentors and role models to schools and, through positive engagement and interactions, build rapport and trust. SROs facilitate educational presentations on topics such as drug prevention and conflict resolution, collaborate with school staff to identify at-risk students, and connect them with support services.
In line with the above, school personnel, SROs/Guardians, students, families, and community stakeholders must collaborate to promote a safe learning environment. According to Wood and Hampton (2021), collaboration facilitates information sharing, early intervention, and coordinated responses to safety concerns or behavioral issues. As for discipline issues, the key stakeholders must implement preventive measures, such as positive behavior interventions and supports (PBIS) and social-emotional learning (SEL) programs.
Most importantly, continuous training and professional development are crucial for equipping school personnel and SROs with the knowledge, skills, and resources needed to address discipline effectively and respond to safety threats. Training topics may include conflict resolution, de-escalation techniques, cultural competence, trauma-informed practices, and emergency preparedness. By fulfilling their roles and responsibilities collaboratively and implementing evidence-based practices, schools can create environments where all individuals feel safe, valued, and empowered to succeed academically and socially.
References
The Florida Senate 2022 summary of legislation passed by the Committee on Education. (n.d.).
2020 Florida Statutes: Title XLVIII – K-20 education code: Chapter 1013 – educational facilities. (n.d.). Justia Law.
Practical information on crisis planning: a guide for schools and communities. (2007).
SB 7026 Public Safety (CH. 2018-3, laws of Florida) bill sponsor: Appropriations committee and rules committee. (2018).
SB 7030 implementation of legislative recommendations of the Marjory Stoneman Douglas High School Public Safety Commission. (n.d.).
Schilling, C. A., & Tomal, D. R. (2013). Resource management for school administrators: optimizing fiscal, facility, and human resources. Rowman & Littlefield
State report on the implementation of the gun-free schools act (GFSA): U.S. states and other jurisdictions 2020-21 school year (SY 2020-21). National center on safe, supportive learning environments (NCSSLE). (n.d.).
Statutes & Constitution: view statutes: online sunshine. (n.d.).
The elementary secondary education act (The every student succeeds act of 2016). (n.d.).
Wood, B., & Hampton, E. M. (2021). The influence of school resource officer presence on teacher perceptions of school safety and security. School Psychology Review, 50(2–3), 360–370.