Teachers are tasked with ensuring that those under their care are safe and protected, yet the lack of evidence supporting the specific needs and experiences of teachers during active school shooter lockdown drills is alarming. The current study used live-action, virtual reality (VR) technology to simulate 36 active school shooter scenarios to explore teachers' experiences related to lockdown procedures and response protocols. Using thematic analysis and structured qualitative data, 355 descriptive responses from 11 teachers across 396 scenarios were coded and analyzed for explicit and implicit themes and sub-themes. Three overarching themes—humanistic care, enacted care, and professional duty—describe how teachers negotiate demands placed upon them during an active shooter lockdown. The findings reflected internal and external responsibilities for teachers in protecting and caring for others. Implications for school safety policies, active shooter response protocols, and ways to support teacher resilience as part of emergency response procedures are discussed.
school lockdown drills, school safety, teacher resilience, thematic analysis, qualitative research
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Recommended APA Citation
Dailey, S. F., Hosek, B., & Walter, H. L. (2023). A Thematic Analysis of Teacher Experiences During Active Shooter Lockdown Drills. The Qualitative Report, 28(11), 3333-3357. https://doi.org/10.46743/2160-3715/2023.5915