Safety Today - Back to Basics
By Jill Lemond
Evolv Technologies
During this time of significant division, it can feel hard to find common ground in our communities. Truthfully, thoughtful dialogue and peaceful engagement can be challenging to find within our own families and circles of friends. We all have our beliefs and our experiences shaping sometimes-rigid world views. One thing we all seem to agree on is that the safety of our children and our families is paramount; but, what does safe actually mean? Physically safe from violence? Emotionally safe from trauma? How does that translate in a school setting? Studies[AO1] [JL2] [JL3] [AO4] have shown our perceptions of safety truly impact outcomes 1-3; yet, we can be vulnerable even when we believe ourselves to be quite safe. As we strive to be the best educators, professionals, leaders, parents, and people we can be: what does it mean to be safe in today’s world? And how should we think about this in the context of campus and classrooms?
I have been honored to work alongside some of the best, most experienced professionals in the security and public safety industries and noted there are a few general tenets of safety that most security professionals believe, regardless of their backgrounds or specific areas of expertise. These principles are data-informed and do not rely on personal ideologies. As we all struggle to wade through the noise and guide not only those in charge of building security but also our communities into safer futures, let’s focus on the basics.
1. People matter most. Every comprehensive safety plan and well-intentioned policy depends on people implementing processes with fidelity. Also, our relationships with others influence our behavior. The way we treat others—and the way we perceive others’ treatment of us—have a profound effect on our lives and can impact one’s likelihood of committing an act of violence.
2. Every building is unique. Even within the same school district, hospital network, or office complex, each building presents its own layout, use patterns, and challenges. For this reason, blanket recommendations stretching across a group of buildings without on-site assessments can prove ineffective and problematic. We must deeply understand the environments we help protect.
3. Technology provides tools. No matter how incredible a product proves to be, tech alone cannot keep us safe. That said, we are amidst a revolution in safety technology, and it is our responsibility as practitioners to stay current and educate ourselves about new solutions. This includes capabilities, limitations, and connectivity to an overall safety plan.
4. Security must be layered. Whether you refer to this as “Swiss cheese,” “lines of defense,” or something else: we must approach safety strategically using multiple, redundant systems to mitigate risk. That includes people, processes, and technology – all working together. When our security layers work together, they lower the likelihood of undesirable outcomes. The more connected our systems, the better.
5. Safety is not static. There is no such thing as “safe” with a period on the end. Safety is always a moving target, and our emergency plans should be frequently and systematically reassessed. Similarly, our buildings and spaces age and change, requiring ongoing evaluation to ensure continued security. A comprehensive safety conversation should be ongoing in every school, hospital, and business in operation. What’s more, new voices should be invited to keep that dialogue fresh. The safety conversation must be dynamic.
I humbly submit these to you and ask that we stay rooted in what we know to be true while maintaining our compassion for those we seek to protect and each other. I am constantly learning from the professionals in this group: educatorscustomers, educators, administrators, board members, advocates, and naysayers, alike. Additionally—and perhaps the most important perspectives—the voices of students must be woven into[AO5] our thinking, planning and processes. Students often have the most knowledge of impending threats in our school environments and we must meaningfully incorporate their lived experiences 4.
Thank you for your contributions and, in many cases, long careers of helping others. Serving in safety industries is taxing, and it is hard to quantify all the bad things that your good work has prevented. I hope that the collective ugliness we have all seen in the world serves to embolden us in our shared mission to keep our communities safer. And, please do not forget to take care of yourselves, too.
1. SchoolSafety.gov, School Climate and Safety, 2020.
The report emphasizes that “a positive school climate can lead to a significant decrease in the likelihood of crime, aggression, and violent behavior.”
2. Kibriya, Shahidur. School Safety and Learning Outcomes, 2018.
The study finds that perceptions of unsafe school environments are correlated with lower learning outcomes.
3. Readiness and Emergency Management for Schools (REMS) Technical Assistance Center, School Climate and Emergencies, 2015.
The publication notes that “student perceptions of safety affect their academic achievement. When students feel safe, they are better able to focus on learning, which in turn leads to increased academic achievement.”
4. University of Michigan School of Public Health. “Experts of Experience: The Importance of Youth Voices in School Safety.” 2025.
The article emphasizes that students are the “experts of their own experience,” and that school safety efforts are most effective when they include student insight.
