School lockdown procedures for international schools

A lockdown keeps people in locked rooms, out of sight, when the threat is inside the school or very close to it. An invacuation, also called shelter, brings people from outside into the building because the danger is outdoors. An evacuation moves everyone out of the building, as in a fire.

Each one needs its own signal and its own steps. The Standard Response Protocol from the I Love U Guys Foundation gives every action a plain-language command, such as "Locks, Lights, Out of Sight" for a lockdown.

Plain words are easier for supply teachers, visitors and new staff than a colour code they have never heard. Pick one set of words and use them in every drill, message and training session.

• Lockdown: lock doors, switch off lights, stay quiet and out of sight
• Invacuation: bring everyone inside, close doors and windows, carry on calmly
• Evacuation: leave by a planned route to a safe meeting point

Call a lockdown when someone dangerous is on your site or close enough to reach it. Examples are an armed or violent intruder, a weapon seen nearby, or a police request after an incident in the street.

Call an invacuation for hazards outside, such as smoke, a chemical spill, a civil disturbance, a dangerous animal or severe weather.

If anyone is in immediate danger, call your local emergency services first. The UK Department for Education (DfE) security guidance for schools in England says local police are best placed to advise on lockdown when there is a threat. Ask them to review your plan before you need it.

Decide in advance who can call it. Name the Head and a deputy, and add a rule that any adult may raise the alarm if they see danger and cannot reach either. When in doubt, take the safer option and review afterwards.

Write each role on one page and name a deputy for every person. Staff are absent, on trips or on duty elsewhere, so every role needs cover.

Keep a grab sheet by each classroom door with the class list, emergency contacts, medical needs and a first aid kit. The same plan should cover site security and access control, so that locks and gates work when you need them.

• Incident lead: the Head or a named deputy. Calls the lockdown, phones the police, keeps a time log
• Office team: locks the main entrance and holds the staff, student and visitor lists
• Teachers: lock the room, move children out of sight, count them, keep everyone quiet and calm
• Designated safeguarding lead (DSL): checks on children with extra needs, then leads welfare support
• Communications lead: sends family messages and watches social media
• Site lead: secures gates, doors and outdoor areas

The DfE guidance says to test plans regularly through practice drills, because drills show what needs fixing. It gives no set number, so choose your own rhythm and check any local rules.

Start with staff. A short tabletop walk-through of one scenario finds gaps without frightening anyone. Add a drill with children once staff feel confident.

Plan for children who cannot stay still or quiet, or who need an adult beside them. The guide on safeguarding children with SEND (special educational needs and disabilities) helps you think about who needs a personal plan.

• Tell staff, children and parents about the drill beforehand
• Explain it in words that fit the age, such as a quiet game for young children
• Never use actors, fake weapons or realistic noises
• Practise at different times: lessons, break, lunch, arrival and home time
• Include boarding houses at night, trips and the sports field
• End with a staff debrief and a calm check-in with children

Older children are likely to text their parents before you send anything. Ask students to keep phones silent and away during a lockdown, and expect a surge of calls anyway.

Send one short message as soon as the incident lead can. Say what is happening, that children are with staff, what you want families to do, and when the next update will come. Do not guess at causes, and do not name anyone.

The DfE guidance asks schools to name who talks to parents, the police, social media and the press. Give each channel one owner, so families hear the same facts everywhere.

• First message: "The school is in a lockdown as a precaution. Children are safe and with their teachers. Please do not come to school or call the office. We will update you by text at 10:30."
• Update: "The lockdown continues. Police are on site and all children are accounted for. We will tell you where and when to collect your child before anyone travels."
• All clear: "The lockdown has ended and children are safe. Collection is at the main gate from 12:00. Please bring photo ID."

You may not get the police response you expect. Find out how fast local police and ambulances can reach you, which number to call, and whether the call handler speaks your staff's language.

Meet your local police or civil protection office before you need them. Share a site map, gate locations and a named contact, and ask what they expect from you. Check whether your country sets its own rules for emergency plans and drills, and ask your authority or local counsel.

Families come from many countries. Write your messages in the main languages of your parents ahead of time, and keep embassy numbers for your biggest nationalities. Check what your accreditor expects for emergency plans too.

First, account for every child and adult. Then give first aid, reunite children with families in a planned way, and send the all-clear message.

Hold a short staff briefing the same day. Staff may be shaken too, so check on anyone who was alone, off site, or with a very distressed child.

Watch for children who struggle in the following days. Sleep, appetite, behaviour and attendance can change after a frightening event. The World Health Organization (WHO) guide to psychological first aid describes calm, practical help: look, listen and link people to support.

A lockdown can also bring other worries to the surface. If a child tells you something, follow your school's child protection procedure and tell the DSL the same day. If a child is in immediate danger, call local emergency services.

Within days, hold a debrief and ask staff, students and families for feedback. The DfE publishes post-incident support and debrief checklists. Record what worked, what failed and who will fix it, then report it to your governors.