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School Security Officers Training Course

Certification Course Overview

The School Security Officer Training Course is five days in length. We do, however, adapt to district specifications regarding allotted time, course content, scheduling, and other requirements.

The purpose of this course is to train school security officers to provide reliable physical protection within the parameters of district policy, and their specific job requirements.  The skills we teach are based on attributes of professionalism, including situation / response analysis, psychology of deterrence, attack management, security tactics, legal decision making, and a clear definition of responsibility and authority.

While officers who have not received high quality, reality based training may deter, their response during unusual or emergency situations may not be predictable or reliable.  Our training has several main objectives.  They are to:

  • aid the officer in presenting a respectable and competent presence in routine operations,
  • provide the officer with skills for use in unusual and emergency situations, and
  • provide management with a logical and consistent framework for planning, response, control, and after-action analysis and justification.

Our techniques and methods are highly effective and reality based, but more importantly, our formula for situational training allows trainees to face routine and emergency situations similar to their job conditions and parameters.  Learning only techniques may have little or nothing to do with its application in real life. Conversely, learning situational decision making may be unreliable and ineffective without practical and useful methods and procedures.

Our training causes officers to employ all of their available means of control appropriately in virtually all relevant job tasks.  We also employ radio systems and simulated supervision, as well as apply the districtís policies during simulation training.  We also confidentially suggest force and tactics related policy additions or modifications to agency management.

At the end of this training, the officer will be able to:

  • determine when the potential for violence is present,
  • make proactive determinations when to:
    • request the aid of a supervisor
    • alert others
    • request assistance
  • recognize tactical limitations of security officers
  • make appropriate on-the-spot decisions regarding tactics,
  • employ safety tactics to:
    • observe, sweep, and secure rooms and other areas
    • respond to alarms and probable emergencies
  • use verbal direction (persuasion, advice, and warning) to control subjects
  • use physical control methods for self-defense
  • stabilize situations pending arrival of outside law enforcement assistance authorities, and
  • provide physical protection to others.

Instructional fee includes manuals and other instructional equipment for trainees.

In short, as with other elements of total training design, appropriate, valid, and reliable testing for open psychomotor skill testing was lacking, so we developed it. As with the Use of Force Model, no other training concern that we know of has these types of testing instruments, unless copied from those which we developed.


The following are major components of the training. Each of these components is broken down into sub-components, including simulations. All components are integrated, enabling the officer to flow easily from one to another as the situation changes.

  • Principles of Control, including
    • Use of force
    • Psychology of conflict
    • Physics of control / Body mechanics
    • Attack management theory and methods
    • Assailant Control
    • Emergency weaponless self defense
    • Emergency weaponless protection of others against imminent attack or attack in progress
  • Resister Control
    • Control of non-moving resisters
    • Control of demonstrators
    • Control of subjects who actively avoid physical control
    • When to avoid confronting resistive subjects
    • Liaison and cooperation with law enforcement agencies
  • Cooperative Subject Control and Tactics
    • Control of high risk, but cooperative subjects
    • Tactical handcuffing and necessary temporary restraints (where allowed)
    • Stabilizing emergency situations
  • Tactical Communications and Persuasion
  • School Security Tactics
    • Conducting Metal Detector Access Control Point Operations
    • Temporary "random" operations
    • Permanent operations
  • Surveillance
    • Parking lots and exterior areas
    • High risk areas
    • Working with electronic monitoring systems
  • Liaison and concurrent operations with police
  • Responding to alarms
  • Gang problems
  • Providing security escorts
  • Handling trespassers and those banned from the campus
  • Integrating all security components
  • Security operations and Organization
    • Security posts
    • Coordination and supervision
    • Providing appropriate support for administrators and teachers administrators
  • Incident Report Writing
  • Firearms
    • Handling
    • Clearing
    • Safety

To receive certification, candidates must pass written, performance, and situational assessments. These assessments determine competency based on established professional attributes and standards of responsibility.

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