Institute for Childhood Preparedness

Common Findings
from the Field

What we see at early childhood programs across the country — and how to fix it.

Self-Assessment Progress 0 of 15 reviewed
0 Good
0 Needs Work
15 Not Yet Reviewed

Over the past decade, ICP has conducted thousands of site assessments and training sessions at early childhood programs across the United States. These are not failures — they are common gaps that exist in nearly every program we visit.

Walk your facility with these findings in mind. Tap We're Good or Needs Work on each item to track where you stand. Every item on this list can be addressed with minimal cost.

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Communication & Alerts
4 items
1
Staff cannot state the facility address
When we ask staff for the building address, roughly half cannot provide it accurately. In an emergency, the first thing a 911 dispatcher will ask is your location. Calling from a cell phone gives dispatch the nearest cell tower — not your actual address.
The Fix
Post the full street address next to every phone in the building. Randomly quiz staff on the address throughout the year and reward those who answer correctly. Make it part of your culture, not a one-time training topic.
2
Phone systems have never been tested for 911 readiness
Most programs use VoIP phones. We routinely find phones programmed with a different site's address or a central office, meaning emergency responders would be sent to the wrong location. When the internet goes down, VoIP phones go down with it.
The Fix
Test each phone by dialing your outside line prefix (often 8 or 9) then 933. This free service reads back the address, phone number, and 911 status. Do this at least annually and any time a phone is replaced or moved. Have a designated backup cell phone for internet outages.
3
No reliable communication between rooms or buildings
Most programs have no walkie talkies, no functioning intercom, and often a policy against personal cell phones in classrooms. If something happens on the playground or in a separate building, there is often no fast way to alert the rest of the facility.
The Fix
Invest in a reliable communication system covering every classroom, the front desk, and the playground. ICP designed its own walkie talkies specifically for early childhood programs — encrypted, secure, no static, no range limits. Visit walkietalkies.us to learn more.
4
No coordination with adjacent facilities or key adults
Programs sharing a campus with a school, church, or other organization almost never have any communication protocol with that neighbor. This also includes the janitor, bus driver, cook, and maintenance worker — adults who may see something before you do.
The Fix
Introduce yourself to adjacent facility leadership and exchange emergency contact information. Build relationships with every adult regularly present in or around your building. Ask to be notified if they experience an emergency and offer the same in return.
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Physical Security & Access
4 items
5
Doors are propped open or left unlocked during the day
We see this at nearly every site: doors propped during food deliveries, trash runs, or simply because the front desk person stepped away. We have seen confused strangers and individuals in crisis walk all the way to a classroom before being noticed.
The Fix
Adopt a policy that exterior doors are locked at all times unless actively monitored by a staff member physically present at the door. Close the door after every delivery. Lock the front door whenever the desk is unmanned, even for a few minutes.
6
Staff lack awareness of which doors lock and how they work
Most classrooms do not have locks on their doors. Door hardware varies widely in a single building: keypads, deadbolts, push button locks, Allen wrench locks, and automatic latches may all be present. Intimate knowledge of your building is one of your greatest advantages.
The Fix
Walk every staff member through every door in the building. Identify which doors lock and which do not. Show them how each lock operates. For doors that cannot lock, have a barricade plan. Do this during onboarding and review it annually.
7
Security devices and panic alarms have dead batteries or do not work
Nearly every site we visit has at least one security camera, doorbell device, or panic alarm not functioning because batteries are dead or the device was never fully set up. Equipment that does not work can create a false sense of security — arguably worse than having nothing at all.
The Fix
Test all security devices monthly. Change batteries on a set schedule, such as when clocks change for daylight saving time. If a device cannot be made to work, either replace it or remove it entirely.
8
Access codes have not been changed or are easy to guess
Keypad codes are often set during installation and never updated. Heavily used keypads show visible wear on the buttons. We see codes like 1234, the zip code, or the last four digits of the phone number. If parents are given the code, assume they are sharing it.
The Fix
Change access codes at least four times per year and immediately when any staff member is terminated. Use codes that are difficult to guess. Limit knowledge of the code to only those who truly need it. Know who has the ability to change the code and how quickly it can be done.
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Emergency Readiness & Drills
4 items
9
No assigned roles during a lockdown
When we ask staff what their specific job is during a lockdown, the most common answer is "everything" or "whatever needs to happen." Without clear role assignments, critical tasks get duplicated while others get missed entirely. Five people rush to gather children while nobody locks the doors or calls 911.
The Fix
Assign specific roles in every classroom: who barricades, who corrals, who calls 911, who manages window coverings and lights. Cross-train everyone so the team can flex when someone is absent. Rehearse with missing staff to practice adapting on the fly.
10
Hiding spots have never been physically tested with the actual group
Programs identify a hiding spot on paper but have never tried to fit all the children and adults into it. When they do, they often discover the space is too small, a door does not lock, or the location puts them in direct sight from a window or door.
The Fix
Physically test every hiding spot with the full group. If it does not work, adjust and try again. ICP's Bees to the Beehive™ model transforms lockdown practice into an age-appropriate, engaging activity — children learn to go to the "beehive" where they stay quiet and "make honey." Works with children as young as infants. Practice at least once a month and vary the time of day.
11
No calming kits or engagement materials in hiding locations
Keeping young children calm and quiet during a lockdown is one of the most difficult challenges in this work — and it can be a literal lifeline. Yet almost no programs have any calming kit stored in or near their designated hiding location. This is not a normal day. Normal rules do not apply.
The Fix
Assemble a calming kit with novel, quiet items not part of the daily classroom rotation: sensory toys, small books, Play-Doh, fidgets. Add items that keep mouths occupied and quiet: lollipops, suckers, pacifiers, cheerios, puffs. Store the kit in or near your hiding spot and incorporate it into Bees to the Beehive™ practice so children associate it with the activity.
12
No written plan for substitutes or new staff
If a substitute teacher walked into your classroom today, would they know what to do in a lockdown? At almost every site we visit, the answer is no. Nothing is written down, nothing is posted, and no onboarding step covers emergency procedures for someone who does not normally work there.
The Fix
Create a simple, visual one-page plan for each classroom that outlines the lockdown procedure, role assignments, hiding location, and key steps. Post it discreetly where staff can reference it. Include emergency procedures in every substitute and new hire onboarding packet.
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Equipment & Maintenance
3 items
13
Fire extinguisher mounts vary and staff have never handled one
It is common to find several different mount types in a single facility. Most staff have never actually picked up a fire extinguisher, do not know how heavy it is, and have never been shown the PASS method. A fire extinguisher is also one of the most effective defensive tools available in any building.
The Fix
Walk every fire extinguisher in your building. Show staff how to remove each one from its mount. Let every staff member pick one up and feel the weight. Teach the PASS method: Pull the pin, Aim the nozzle, Squeeze the handle, Sweep back and forth. Also discuss its use as a defensive tool — when sprayed at a person, it temporarily removes oxygen from their lungs and blinds them, creating critical seconds to act.
14
Escape routes require access devices that staff do not carry
Staff identify escape routes during planning, but when it comes time to leave, the gate requires a garage door opener sitting in someone's car, a key locked in a desk, or a fob in a purse in the break room. The escape route exists on paper but is not functional if you cannot get through the last door.
The Fix
Walk every escape route physically and confirm every barrier can be opened by any staff member at any time. Identify what access devices are needed and where they are kept during the day. Test them routinely. Consider storing a spare in a fixed, accessible location inside the building.
15
Emergency backpacks are not checked and contents are unfamiliar
Emergency go bags are often packed once and never opened again. Supplies expire, flashlight batteries die, and staff turnover means the people relying on the bag have never looked inside it. When we ask staff what is in the emergency backpack, most cannot answer.
The Fix
Staff should be familiar with the emergency backpack and its contents. During drills, ask: is there anything in the bag that would help in this situation? If not, what should we add? Audit the bag quarterly and assign someone to own the task.
What to Do Next
WK 1

This week

Walk your facility with this list in hand. Test your phones. Try your locks. Walk your escape routes. Post your address. Look at your building through the eyes of someone who wants to get in.

MO 1

This month

Address the items that cost nothing: assign lockdown roles, confirm door locks work, change access codes, check fire extinguisher mounts, and hold a conversation with your team about what you found.

QT 1

This quarter

Procure low-cost items: door barricade devices, calming kits, batteries, a communication system. Conduct your first Bees to the Beehive™ practice. Introduce yourself to your neighbors and other adults in your building.

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Ongoing

Practice monthly. Vary scenarios by time of day, staffing level, and location. Debrief after every drill. Train every new hire and substitute on day one. You do not need a perfect building to keep children safe — you need awareness, a plan, and practice.