What to Do When Your School Shooter Drills Overlook Your Disabled Child

During a school shooter drill at a local elementary school, the alarm blared, and the announcement instructed everyone to “run to the nearest safe zone.” But for 9-year-old Jake, who uses a wheelchair, those words meant nothing.

His classroom teacher, unaware of Jake’s needs in a crisis, quickly guided the rest of the students to the designated area, assuming that Jake’s aide would be right behind.

empty classroom during a school shooter drill

Except, the aide wasn’t in the room; she was assisting another student down the hall. By the time she returned, the classroom was locked, and Jake was left alone, terrified and unsure of what to do.

While the rest of the school carried on with the lockdown drill, no one realized Jake was missing until his teacher did a headcount at the safe zone. What was supposed to be a routine safety exercise turned into a panic-inducing experience for Jake—one that highlighted just how easily disabled students can be forgotten in moments that matter most.

tweet from imani barbarin that reads 'when shootings and emergencies happen they usually evacuate disabled kids last. I speak from experience. Where are the disabled kids?

Situations like Jake’s aren’t rare; they’re the result of emergency plans that don’t account for every student’s needs.

Please Note: This article has now been split into two–the emergency plan for special needs information and tips is its own post now. That post is about weather emergencies, pipeline explosions, etc.

Lockdown and Shooter Drills

Let’s talk about something that’s become a sad necessity in our schools: shooter drills. We all know these drills are designed to keep our kids safe in the event of a crisis, but what happens when those plans forget some of our most vulnerable students?

I’m talking about our kids with disabilities—those who can’t hear the announcements, can’t walk to the safe zones, or who may not understand the directions to stay quiet and still.

The Forgotten Kids in Safety Plans

Imagine this: a school announces an emergency, and everyone is supposed to run to safety. But what if a child can’t run? Or hear the announcement? Or struggles with staying silent due to sensory or emotional regulation needs?

In many cases, the emergency plans in place don’t even address these issues. It’s a terrifying thought, but it’s reality for many families.

Most school districts roll out these generic safety protocols and call it a day. They assume a one-size-fits-all approach works, but spoiler alert: it doesn’t. The reality is that shooter drills and emergency plans are often designed with neurotypical, physically abled students in mind.

Disabled students? They’re an afterthought—if they’re even considered at all.

Shooter Drills and your IEP

If your school does shooter drills, and the unfortunate truth is that most do, don’t ignore those emails that go out. Most districts send out notice as to when they are going to happen.

Ask to see the plan. Read it on the district website. This should be public information and if it’s not, ask to meet with your school board member or attend a school board meeting.

Read what happens in your shooter drills. Then, read the plan for what is supposed to happen if there is an actual event. And, weather emergencies too.

Read it, process it. Ok, now think about your child and their skills sets, lack of skill sets, and strengths. Where do they fit in?

Disability Considerations for Emergencies

Think about what your child needs, should an emergency happen.

Are they ambulatory? If your child is non ambulatory, what is the plan?
Do they pick up on social cues? If they see all their classmates running out a door or hiding under a desk, would they follow suit and do the same?
If they were taken to another location during an emergency, can they communicate personal information? (like parent name, phone number)
I have more on medications further down in this article. But, think about what your child cannot be without.
During a crisis, there’s a lot of noise–alarms, sirens, yelling, screaming, power flickering, transformers exploding…. How will your child react?
Think about your child and fight, flight or freeze. None of us can predict how we’ll react to an armed man shooting our classmates, but what do you think your child would do in any emergency situation?
Once your child is included in crises, emergency responses and drills, what things does your child need to learn and prepare for a drill?

Adding Your Child’s Needs to Emergency Response Plans

Think about what your child would need during an emergency situation. Ask around, ask other parents. Visit your local firehouse or police station, ask them.

Police have protocols on what to do when they arrive on an active shooter scene. They may not be able to disclose all of the details of that to you, but chances are in the spirit of goodwill, a local cop would be willing to discuss your child’s specific situation with you.

They may offer insight as to things you need to ask for.

Now, many of you might be thinking:

Why bother, schools don’t follow IEPs anyway.
During a crisis, I am NOT going to dig up and read IEPs.
If I do any of this, my child will perseverate on it and it will only increase their anxiety.

You know your child best. Some of us don’t want our kids to even see this stuff on TV because they will perseverate on it. Talk with your child’s medical and educational team, to see if you can brainstorm on ways to prepare them without upsetting them.

Yep, nothing is 100%.

However, at least get the disabled kids, and their emergency protocols, on emergency plans.

Then, you have to follow up and reinforce. There are several opportunities to do this.

Before/after emergency drills, see if your child’s specific needs were thought of and the protocols followed. If not, re-educate the IEP team.
Back to school nights, parent teacher conferences, IEP meetings–make sure this emergency information is on a one-sheet IEP to remind them. You don’t have to discuss it ad nauseum each time, but a quick reminder cannot hurt.

They may offer insight as to things you need to ask for.

None of this is a guarantee, but we know that proper preparation works.

After tragic incidents, we always hear stories of love and heroism. Planting those seeds during practice drills will help students respond appropriately and know what to do if it happens to them.

It’s always best to have a plan.

The Legal and Ethical Responsibilities of Schools

Here’s the kicker: schools are legally obligated to protect all students, including those with disabilities. Under the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA), schools must provide equal access to safety measures and ensure that all students are accounted for in emergency plans. Ignoring the needs of disabled students is not just negligent—it’s illegal.

Recently, some schools have faced legal action for failing to comply with these laws. For instance, a district in California had to settle a lawsuit after parents of a disabled student sued over the lack of appropriate emergency planning for their child during a fire drill.

The court ruled that the district failed to provide “reasonable accommodations” as required by ADA and IDEA, resulting in a substantial payout and a mandate for better emergency preparedness.

The Psychological Impact on Disabled Children

Let’s not forget the emotional toll on the kids themselves. Being left out or inadequately cared for during a drill can be terrifying, especially for those who already struggle with anxiety or sensory processing issues.

Imagine a child with autism who is hypersensitive to loud noises—now picture them trying to navigate the chaos of a lockdown drill. It’s not just frightening; it’s traumatizing.

Research shows that children with disabilities are at a higher risk of developing anxiety and PTSD-like symptoms from poorly managed emergency drills. The constant fear of being left behind or forgotten during a real crisis only adds to their daily struggles.

We’re not just talking about a few moments of discomfort here; these are experiences that could leave long-lasting emotional scars.

What You Can Do: Steps to Take with Your IEP Team

If your child has an IEP, this is an issue you should absolutely bring up in your next meeting. Don’t wait until an emergency happens to find out there is no plan. Here’s what you can do:

Ask for Details: Request the school’s safety plan in writing and ask how it applies to your child. Get specific: “What happens if my child can’t hear the instructions?” “Who is responsible for helping my child evacuate?” “How will my child be supported if they are overwhelmed and cannot follow directions?”
Add Safety to the IEP: Make sure the IEP includes specific accommodations for safety drills and actual emergencies. For example, does your child need a 1:1 aide during a drill? A vibrating pager for deaf or hard-of-hearing students? Special training for staff on how to handle sensory meltdowns during a crisis? All these details should be included in your child’s IEP.
Insist on Training: Ask what kind of training staff have received for handling emergencies involving disabled children. Push for regular training sessions that cover emergency procedures for all students, not just the ones who can easily comply.
Be the Squeaky Wheel: Don’t be afraid to keep asking. Keep pushing. Sometimes, school districts need a nudge (or several) to make these changes happen. And don’t let them brush you off with vague assurances—ask for specifics and get them in writing.
Document Everything: Keep records of every conversation and email you have with the school about this issue. Documentation can be crucial if you need to take further action.

What Schools Can Do to Make Sure All Kids Are Safe

Schools need to create emergency plans that are inclusive from the start. Here are a few things that should be on their to-do list:

Develop Individualized Safety Plans: Just like every child’s learning needs are different, so are their safety needs. Schools should create individualized emergency plans that account for each student’s specific needs. This includes identifying which students need physical assistance, who will provide that assistance, and ensuring there are backup plans in case the primary caregiver is unavailable.
Train Staff Regularly: All school personnel need training on how to assist children with disabilities during emergencies. This isn’t just a “nice to have”—it’s essential. Training should cover everything from how to communicate with non-verbal students to managing sensory overload in children with autism.
Use Technology: Schools can adopt technology solutions such as vibrating alarms for deaf or hard-of-hearing students, apps that send emergency alerts directly to students’ personal devices, or visual aids and flashing lights to complement auditory alarms. These tools help ensure that all students receive timely and clear communication during an emergency.
Inclusive Drills: Practice inclusive safety drills that incorporate the needs of all students. Drills should not be a “one size fits all” activity. Include scenarios where students with various disabilities are integrated into the drill, ensuring that staff and students are familiar with the procedures. This not only keeps everyone safe but also reduces anxiety for disabled students who otherwise might have no idea what’s going on.

Tips for Advocating Beyond Your Child

This isn’t just about your child—it’s about all children. Here’s how you can advocate for broader changes:

Raise Awareness: Share your concerns with other parents, teachers, and administrators. The more people who are aware of the gaps in emergency planning, the more pressure there will be on schools to make meaningful changes.
Organize or Join a Parent Advocacy Group: Join forces with other parents who have the same concerns. A collective voice is much stronger than a single one. Organize meetings, reach out to school board members, and make your demands heard.
Push for Policy Changes: Write letters to your local school board or district administrators asking for inclusive emergency planning to be a priority. If there are upcoming school board meetings, attend and use the public comment period to address this issue. Bring documentation, research, and real-life examples to support your case.

Ensuring Your Child’s Safety During Shooter Drills

Here’s a quick checklist to ensure your child’s needs are covered in school emergency plans:

✅ Request a copy of the school’s current emergency plan.
✅ Ask how the plan addresses the specific needs of disabled students.
✅ Make sure emergency accommodations are included in your child’s IEP.
✅ Verify the school conducts regular training for staff on assisting disabled students in emergencies.
✅ Advocate for inclusive drills that consider all students’ needs.
✅ Keep all communication in writing, and document your interactions with the school.

What Evacuation Plan I am Asking for

So it came up on Facebook…”Like, what do I even ask for?

It is going to depend on the child, so I’ll use mine as an example.

My son is a very slow processor of information and requests. In the morning, if I walk into his room and say “Your bus is here” this is what happens.

He looks up at me, usually for a few seconds.
He then proceeds to stand up, but he lacks decent motor planning, so that takes a few seconds.
Then, he scans the room for what special toy he wants to take to school. Add another few seconds.
Finally, we are at the front door headed out to the van, maybe 20-30 seconds after my initial ask.

We don’t have that kind of time if there’s a shooter or a tornado or a pipeline explosion (a real concern in parts of my county).

And, sometimes when either me or his school team asks him to walk some place, he does what we call the “flop and drop.” He drops to the ground and refuses to budge. In every day situations, we give him choices. If there’s a shooter in the building, we do not have those same choices.

In such a situation, my son will require heavy, full on, assertive, physical prompting. In other words, grab him by the arm and drag his butt out of there. That’s what my son needs.

Sure, verbally console him and tell him what you’re doing along the way, I suppose. My guess is if all that was going on, he’s not going to be able to process verbal information anyway.

If he’s upset by this, I’ll work on fixing it later. I want him alive.

So, that is what I am asking for as part of a shooter plan or emergency drill. It then is my job to make sure that anyone on his IEP team or anyone who may be with him during the school day, knows this.

New staff hired? Great, I’ll introduce us and let them know.

So, request, in writing, that your child’s specific needs be added to emergency plans and practiced during training and drills.

Smaller child who uses a wheelchair? Pick them up and run like hell.

Child who usually requires choices and won’t want to be stuffed in a classroom bathroom with 20 other kids? Too bad. Grab and GO. We don’t have time to offer choices, transitions and support during this.

Again, I’m talking extreme situations–there’s a shooter in your building, a tornado headed toward the building, stuff like that.

For the drills–you prepare. “Hi Katelyn, if there was an actual shooter, I will just pick you up and carry you to the safety shelter. This is because we likely won’t be able to make it through the hallways with your wheelchair during shooting.”

Verbally and physically walk them through the scenario so that hopefully them have some comfort and recall, if it actually has to happen.

And again, parents, it’s on you to keep this on your radar and remind your teams and staff who are with your kid each day.

Your child deserves to be safe at school—just like any other child. If the school hasn’t considered how to ensure your child’s safety, it’s time to bring it up. Get vocal, get specific, and get those safety plans to include all kids, every time.

6 Questions for Parents to ask about School Shooter Drills and Disabled Students

Here are some parent concerns I’ve heard recently:

“My son has no idea what to do in an emergency since they used to go in the closet, but his class this year doesn’t have one….. all I can picture now is everyone running away and my son alone in the classroom crying in the corner.”

My son has ASD and said after they barricade the door they are trained to throw items at the shooter – he’s 11. It angers me beyond belief he has to do this. I’m going to meet with his team this week to discuss it. No wonder kids are stressed.

I have asked my son (who has high functioning autism) what procedures he is to follow. His perception is that they just go to a corner of the room, did not understand they need cellphones quiet as well as keeping others quiet if they freak out and that if a “teacher” knocks on the door, it’s safe to come out (without looking, questioning, etc.).

Nevertheless, more than 40 states require lockdown drills. And guess what? There’s no proof that they help and in fact can be harmful to our kids’ psyche. But thereyougo, we love our guns in this country, so we keep putting our kids through this so that we can love even more guns.

I was in the same camp too, I guess. Just kinda chugging along hoping it won’t happen here. I don’t think that we can wish for that anymore. Enough of our registered voters believe this is acceptable, or it wouldn’t be this way.

Do school shooter lockdown drills work?

First question for parents to ask: Must your child participate in drills? If you have reason to believe that this will be detrimental to their health, ask that they be exempted from it.

Shooter Lockdown drills and the disabled child.

This is something we need to think about. We cannot count on the school having had done it already.

As a parent, think of an emergency in your own home.

carbon monoxide detector goes off
fire
earthquake
tornado
flash flood
fracking accident
pipeline explosion

Now, think of your kids. All of them, but of course the ones who learn differently.

Now, think of what your disabled child needs in order to be safe and respond correctly in an emergency.

What Skills a Disabled Child May Need During an Emergency

assistance evacuating (blind, wheelchair)
understanding the importance and gravity of a situation (autism, IDD)
unable to sit still, hide, be quiet
inconsolable in a crisis
unable to follow directions, even “Run!” (autism, IDD, physical disabilities)
cannot follow multi-step directions “Everyone! Walk quickly to the office and no talking!”
Does not get social cues, inherent learning, follow what everyone else is doing

Now, apply it to school.

How do they do for fire drills? I have had clients who have specific SDIs pertinent to fire drills.

Please tell me why everyone is fawning over this:

wheelchair school shooter emergency telling her kids to leave her but they've talked before and decided they'll carry her in that emergency woman in a wheelchair

She should be included in the plan. Not an afterthought.

How to talk to your school about lockdown drills

First, I would email your school principal. Tell him that you want to speak with him/her about your disabled child and emergency drills. This is not an IEP meeting. There is no need to convene the IEP team.

Offer to meet with a small group, or help organize an information night for special needs parents. I would also strongly consider that this is handled at the district and/or school board level.

Can I add School Shooter Drills to the IEP?

Short answer-of course, yes. However, in an emergency, are staff going to be referring to IEPs? Will they even remember your child’s specific instructions? What if there is a sub that day or your child is not in their regular classroom?

I’d rather see it handled as a school district best practice. It ‘feels’ like there’d be better compliance that way.

Questions to Ask about School Shooter Drills

Repeat from above: Must your child participate in drills? If you have reason to believe that this will be detrimental to their health, ask that they be exempted from it.
Can they briefly describe their emergency plan to you?
Where do the kids go? Where is the “meetup” point?
How are parents/contacts contacted?
If there was an emergency, where do they want parents to report? (they’re not going to allow you on campus)
My child has “xyz disability” and cannot “name a skill that they need for this,” how is staff prepared for students like him? What can I do to help this process?

From there, let their answers guide your follow-up questions.

And please, please, please….contact your State and Federal legislators. This has to change.

WTF? Who DOES THIS—>Westchester School Leaves Behind Disabled Students in Fire Evacuation

And here is an update to that story: New Rochelle School District Slapped with $26 Million Dollar Federal Lawsuit for Failing to Evacuate Wheelchair-Enabled Student

Tips for preparing for school shooter lockdowns

I like this first link because it does include some free videos.

(And before you send me any email reminding me that 2A gives you the right to own a gun, I know. I’m in the camp who believes that we should read and heed all the words of 2A, not just the second part. Unfollow if you must, threatening to do so doesn’t change my opinion on the matter.)

Because the next time there’s an emergency, we want all our kids to know exactly what to do—and feel safe doing it.

Don’t wait for a crisis to find out there’s no plan. Start the conversation now. And if you need a script or tips, join our online forum. You’re not alone in this—let’s get your child the safety they deserve.