In a proactive move to bolster campus security, The Udham School has rolled out a specialized training program designed to equip its teachers and students with essential safety knowledge for emergency situations. The initiative focuses particularly on protocols for grave scenarios such as bomb threats.
Teachers to Lead with Calm and Confidence
The school administration has emphasized that a core component of this program involves sensitising the teaching staff. Teachers will receive training on managing high-stress emergencies without inciting panic among the student body. The sessions aim to arm educators with the right techniques to explain safe behaviour, enforce procedures calmly, and crucially, safeguard the emotional well-being of students during a crisis. Building student confidence is stated as a primary goal.
Clear Guidelines for Students
For students, the training will provide clear, actionable directives. They will be furnished with a specific list of dos and don'ts to follow during any emergency. A key instruction reiterated by the school is the imperative for students to strictly adhere to directions given by adults, be it teachers or other staff members, in such situations. This structured approach is intended to eliminate confusion and ensure a coordinated response.
Focus on Emotional Well-being and Protocol
Beyond mere physical safety steps, the program underscores the psychological aspect of handling emergencies. The strategy is dual-pronged: ensuring everyone knows the practical steps while also maintaining a supportive environment that prevents trauma and fear from overwhelming the school community. By familiarising both teachers and students with established safety protocols beforehand, The Udham School aims to transform potential chaos into a managed, orderly response.
This training initiative reflects a growing awareness among educational institutions about the necessity of preparedness for a range of emergency situations, ensuring that safety becomes an integral part of the school's culture.
