Crisis management plan characteristics in elementary schools as perceived by Nebraska public school principals.

摘要

The purpose of this study was to investigate the importance of crisis management plans and their elements as perceived by Nebraska elementary school principals. Data were collected by using a survey instrument sent to a stratified random sample of 300 Nebraska elementary school principals. The sample was delineated by school district size, small, medium, and large. The survey, which included 21 questions, was designed to analyze the extent to which crisis management plans were in place. A total of 188 surveys were returned for a return rate of 63%.;Ninety-one percent of the respondents reported having had written policies that defined a reasoned and professional course of action to take during a crisis. However, only 79% of the respondents in small school districts reported having written policies. A large percentage of the respondents indicated that they had the following responsive and safe school characteristics: a focus on academic achievement (94%), involvement of families (92%), links to community (90%), treatment of equal respect (95%), and feelings and concerns expressed openly (92%). A large percentage of the respondents indicated that their school staff could identify the following early warning signs: social withdrawal (90%), isolation (86%), violence victim (83%), low social interest and academic performance (95%), violence (95%), anger (94%), drug abuse (72%), and discipline problems (96%).;Nebraska elementary school principals indicated that crisis management plans were important, even if their staff was not ready to prevent or respond to a violent incident in their building. Nebraska elementary school principals indicated more health-related deaths than violent deaths, overall. This study established that a crisis management plan is needed regardless of size or rate of past incidents. Staff training in crisis prevention, response, and post-intervention is needed for all staff, regardless of position.