Author ORCID Identifier

https://orcid.org/0009-0005-6392-6040

Date Available

4-29-2025

Year of Publication

2025

Document Type

Master's Thesis

Degree Name

Master of Science in Education (MSEd)

College

Education

Department/School/Program

Early Childhood, Special Education, and Counselor Education

Faculty

Collin Shepley

Faculty

Jennifer Grisham

Abstract

The purpose of this study was to evaluate early childhood educators’ perceptions of lockdown drills. It assessed feelings of preparedness, perceived training needs, and balancing safety protocols with children's social-emotional development. A multi-methods online survey was distributed to 13 early childhood educators and students in the Interdisciplinary Early Childhood Education (IECE) field, collecting both quantitative and qualitative responses via Qualtrics.

Survey data showed educators strongly agreed drills prepare them for emergencies (average 4.46/5) and generally agreed drills prepare children (4.08/5), though responses were more neutral about reducing educator anxiety (3.77/5). Only one participant reported occasional training; most (7 of 13) indicated no training at all. Additionally, 92.3% identified individualized plans for children with special needs as necessary, and 84.6% emphasized flexible, adaptive procedures.

These results suggest a need for developmentally appropriate plans, targeted supports, and emotionally sensitive approaches to emergency preparedness. Findings highlight gaps in training and provide insights for improving policies and practices to better support both educators and students during lockdown drills.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.35

Funding Information

Tiered Instruction, Engagement, Responding, and Services (TIERS) Grant - Funded Fall 2022 - May 2025

Download

Share

COinS