Call for Mindful Execution of Drill in Schools

Today, my son narrated a disturbing incident from school, a mock war drill that left him shaken, anxious, and in physical pain. According to him, children were running down the stairs in a state of panic. In the chaos, some fell on the stairs, and the environment was filled with fear and confusion. Witnessing and experiencing all of this triggered a severe stomachache in my son, a common physical symptom of acute anxiety in children.

Let’s be clear, that the purpose of mock drills is to build a sense of preparedness and safety, not to traumatize or endanger children. What happened today was not a drill in any true sense—it was an emotionally overwhelming, poorly coordinated event that likely left a lasting psychological imprint on many young minds.

The root of the problem lies not in the concept of drills but in how they are conducted. When teachers and administrative staff are not adequately trained in child psychology, trauma response, and emergency communication, these drills can quickly spiral into frightening experiences. Loud alarms, sudden announcements, unclear instructions, and rushed movements all contribute to a state of panic, especially among younger children.

Children look to adults for cues on how to respond. When the adults themselves are unprepared, reactive, or disorganized, children absorb that panic. 

As seen today, this lack of preparedness led to:

Children falling on staircases

Mass confusion and emotional distress

Psychosomatic symptoms like stomachaches and panic in my son and likely others

This is a wake-up call for all schools: competence in conducting drills is not just about knowing safety protocols; it’s about knowing the psychological needs of children.

What schools must do now:

Train teachers and staff in trauma-informed care and psychological first aid.

Work with child psychologists to design age-appropriate, emotionally safe drills.

Prepare children in advance with simple explanations and calm practice sessions.

Model calmness and reassurance, not chaos.

Debrief after every drill, allowing space for children to process and ask questions.

Children deserve to feel safe while being taught how to stay safe. Let us not confuse preparedness with panic, and competence with mere procedural knowledge. Psychological safety is not optional—it is foundational.