Safety, Advocacy, and the Teacher’s Role: Pre-service Teachers and School Shooting Policies

Oct 15, 2026

A qualitative case study analyzes pre-service teachers’ experiences with school shooting policies across seven Massachusetts districts using interviews, group discussions, and reflective memos (n=7). Participants, despite deep concern about shootings, judged existing policies as ineffective, harmful to pedagogy and student relationships, and misaligned with teachers’ priorities. Proposed policies were viewed as undermining teachers’ societal value and core job principles, with limited professional development constraining meaningful policy involvement, informing educational and teacher policy engagement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Abstract

Keywords

Introduction

School safety and climate

Policy solutions and teacher experiences

education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 28 Number 31 March 9, 2020 ISSN 1068-2341 Safety, Advocacy, and the Teacher’s Role: Pre-service Teachers and School Shooting Policies May Hara Framingham State University United States Citation: Hara, M. (2019) . Safety, advocacy, and the teacher’s role: Pre-service teachers and school shooting policies. Education Policy Analysis Archives, 28(31). [https://doi.org/10.14507/epaa.28.4800](https://doi.org/10.14507/epaa.28.4800) [Abstract](Abstract: In this qualitative case study)[: In this qualitative case study](Abstract: In this qualitative case study), I examine pre-service teachers’ experiences with school shooting policy. Analysis of individual interviews, group discussions and reflective memos with preservice teachers (n=7) in seven Massachusetts districts shows that pre-service teachers, while deeply concerned about the possibility of school shootings, viewed existing policies as ineffective, damaging to their pedagogical practice and relationships with students, and out of step with teachers’concerns. Further, they interpreted proposed policies as undermining the value of teachers in contemporary society and threatening the core tenets of teachers’ work. Constrained by limited professional development around policy involvement, pre-service teachers expressed significant doubts about their ability to effect meaningful policy change. This research has implications for educational policy and teacher policy involvement. Keywords: educational policy; school policy; school safety; teacher role Seguridad, defensa y el papel del maestro: Maestros en servicio y políticas de tiro escolar Resumen: En este estudio de caso cualitativo, examino las experiencias de los maestros en servicio previo con la política de tiro escolar. El análisis de entrevistas individuales, discusiones grupales y memorandos reflexivos con maestros de pre-servicio (n = 7) en siete distritos de Massachusetts muestra que los maestros de pre-servicio, aunque profundamente preocupados por la posibilidad de tiroteos en la escuela, vieron las políticas existentes como ineficaces, perjudiciales para sus práctica pedagógica y relaciones con los estudiantes, y fuera de sintonía con las preocupaciones de los maestros. Además, interpretaron las políticas propuestas como minar el valor de los docentes en la sociedad contemporánea y amenazar los principios básicos del trabajo de los docentes. Restringidospor un desarrollo profesional limitado en torno a la participación en las políticas, los maestros de pre-servicio expresaron dudas significativas sobre su capacidad para efectuar cambios significativosen las políticas. Esta investigación tiene implicaciones para la política educativa y la participación dela política docente. Palabras clave: política educative; política escolar; seguridad escolar; rol docente Segurança, advocacia e o papel do professor: Professores de pré-serviço e políticas de tiro na escola Resumo: Neste estudo de caso qualitativo, examino as experiências de professores em serviço coma política de tiro na escola. A análise de entrevistas individuais, discussões em grupo e memorandos reflexivos com professores de pré-serviço (n = 7) em sete distritos de Massachusetts mostra que os professores de pré-serviço, embora profundamente preocupados com a possibilidade de tiroteios nas escolas, viam as políticas existentes como ineficazes, prejudiciais para seus alunos. práticapedagógica e relacionamento com os alunos, e fora de sintonia com as preocupações dos professores. Além disso, eles interpretaram as políticas propostas como minando o valor dos professores na sociedade contemporânea e ameaçando os princípios fundamentais do trabalho dos professores. Constrangidos pelo desenvolvimento profissional limitado em torno do envolvimento das políticas, os professores de pré-serviço expressaram dúvidas signi

FAQs

What is the focus of the study?

The study examines pre-service teachers’ experiences with school shooting policy and how they make sense of these policies intended to keep schools safe.

What methods are used to analyze pre-service teachers’ experiences?

The research analyzes individual interviews, group discussions, and reflective memos from pre-service teachers (n=7) in seven Massachusetts districts.

How do pre-service teachers evaluate existing and proposed school shooting policies?

They view existing policies as ineffective and damaging to teaching practice and student relationships, and they interpret proposed policies as threatening teachers’ core work values while doubting their ability to drive meaningful change.

Oct 15, 2026

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