Exploring the Emotional Impact of ALICE Training on Pikesville High School Educators: A Phenomenological Investigation

Abstract

     ALICE (Alert, Lockdown, Inform, Counter, Evacuate) Training is a growing safety protocol that has been widely adopted in American schools as a multi-option approach to a school shooter situation. Technology reporter at The Information, Sylvia Varnham O’Regan, affirms that “little is known about the efficacy of the methods promulgated by ALICE” (O’Regan), and most of the research on ALICE involves “comparing the traditional lockdown to the multi-option simulations” (Jonson et al. 7). There is existing research on the psychological effects of active assailant training on students, school counselors, and on teachers, but little is known specific to ALICE Training. Additionally, “it is not clear what response teachers actually have to practicing disaster preparedness drills because researchers have not yet investigated this area” (Ilk 4). In turn, this research study explores the emotional impact of ALICE Training on the educators of a high school in Baltimore County, to determine if these teachers are more positively or negatively affected. Because of the role that educators play in both preventing school violence and responding to school violence, a phenomenological approach is used to explore their experiences with ALICE Training. Results include the following four themes: (a) enhanced preparedness, (b) overwhelming responsibility toward students, (c) necessary but frustrating, and (d) indicates a sad reality. Implications for educators, school shootings, and ALICE Training are discussed.