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• Advocate for and insist on timely action and appropriate funding for general maintenance and repairs. Staff members who are aware of issues must be vigilant about reporting and asking for basic maintenance issues.
• In the classroom, display symbolic objects that remove uncertainty about whether one’s social identity will be accepted. These displays can help reduce racial and gender achievement gaps and improve the achievement of students of color and female students of all backgrounds. Teachers can create these safe classroom contexts even with limited resources. Cultural responsiveness, at a very basic level, ensures that all students see their culture reflected in the curriculum and classroom materials. • Maximize the effectiveness of safety drills by having extensive staff training that results in staff members who inspire calmness and confidence in students. Students model their reactions on adult behaviors. • Ensure that participation in drills is appropriate to students’ individual development levels; take into consideration prior traumatic experiences, special needs, and personalities. • When conducting safety protocols, make sure school-employed mental health professionals are involved in every stage of drills and lockdowns and they are available to meet with upset students at the completion of the event.
Schedules, Time Pressures, and Constraints Our brains experience less stress when we know the schedule, routines, and expectations. When daily routines suddenly change without warning, such as a schedule change on the day of a high-stakes test, we might have a reflexive response. Time pressures and constraints can also be stressful enemies. Any disruption to a known pattern or an expectation can trigger an upset. Many students can get quite anxious about time limits when working on a task or when taking a test. Helping students understand what is going on in their brains when there are time changes may relieve some of the anxiety.
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• Request tables and chairs that allow for flexible seating to enhance student interactions. Classroom furniture should be arranged to meet students’ needs rather than the needs of the custodial staff. Teaching staff should ask to be included in selections of new furniture.
