Beyond Vape Detection with Tom McDermott

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This file was generated by Descript
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I'm David Cicero, and this
is Education Talk Radio.
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Schools often spend a great deal of
time responding to student behavior,
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and while those responses pile
up, they translate to costing the
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organization in some meaningful ways.
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Every disruption affects teaching,
learning, and school culture.
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Vaping is one example.
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While it's often viewed as a student
discipline or health issue, it's
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increasingly become an operational
challenge for school leaders.
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We're gonna explore how schools can
move beyond reacting to vaping incidents
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and begin building a more thoughtful,
comprehensive approach to prevention.
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Today, we're joined by Tom McDermott, K-12
safety and security coach for CEIA USA.
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For decades, Tom has worked with
school districts across the country,
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helping leaders think through complex
safety challenges and build long-term
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strategies that protect students while
supporting teaching and learning.
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Welcome to the show, Tom.
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Uh, good morning.
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Thank you.
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Appreciate it.
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You know, I mentioned it in the
opener here, um, that vaping is often
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talked about as a student discipline
issue or a health issue, right?
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Like just it's bad behavior.
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But from your perspective, why has it
become a leadership issue for schools?
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Well, wow, the great question.
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Um, you know, the challenge
is most people think w- vaping
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is such a general, uh, term.
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Most people have no idea what's
really going on with vaping in
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there and, you know, addiction with
nicotine or even, you know, THC.
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That's, that's not the
real issue these days.
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It's, it's kids, uh, collapsing
and having seizures in class, uh,
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because the chemicals, uh, that
are now in these e-cigarettes, um,
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are hard to keep up with, um, with
the laws and things like that.
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So it's actually become a serious, serious
health issue and risk issue for schools,
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uh, more so than just, "Oh, kids are,
you know, smoking like, you know, we grew
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up kids, you know, smoking cigarettes."
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This is nothing like that.
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It's a very, very different
issue that they're dealing with.
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What you're pointing to is that it is the,
as the ingredients change, it's affecting
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students' health in extreme ways.
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Extreme ways, which is, uh,
you know, obviously disruptive.
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I mean, of course, there's kids that
are just, you know, zoning out in
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class and because of the different
chemicals and drugs in there.
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So that's an issue, just
not paying attention.
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But then, you know, take that to the
extreme and, and, uh, you know, if
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you look at a range of issues, if you
will, of health issues, but from them
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just not paying attention to, uh,
literally having seizures in class,
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um, and then having to, you know, call
an ambulance and things like that.
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These are real issues
every day in schools today.
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So it…
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And it's, they're, um, many are
considering it an epidemic Right.
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So it sounds like there's some
misunderstandings about the
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true impact on student health.
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Absolutely.
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What is the…
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Right.
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What are the, some of those hidden
impacts on the actual school system?
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Yeah.
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Just m- mainly disruption.
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You know, there's so many behavioral
issues, if you will, and mental
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health issues going on in schools
these day, which is one of the many
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reasons, you know, students are,
uh, uh, getting addicted and, and
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vaping because of the, you know,
from bullying to all kinds of issues.
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It's just become a real challenge to te-
first of all teach why, why they're there.
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Um, so that disruption, are
kids really paying attention?
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If I'm a teacher, that's a real
challenge for kids not paying attention
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or clearly out of it, if you will,
clearly on drugs, to the extreme
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of having to call an ambulance.
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So that disruption, and you think about
the ripple effect, so one teacher in
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a classroom is having issues with,
with students and she's gotta call
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the principal 'cause she's not sure
what's going on with a student.
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Um, and then, you know, ki- and
kids, by the way, are texting
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each other while this is going on.
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So mobile phones and other
things, this is going on.
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They're texting.
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Then if you get an ambulance
call, everyone, of course, school
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hears about it, and they're
testing each, texting each other.
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So that disruption, it really
makes it incredibly challenging
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for schools to actually, you know,
teach what they're there for.
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So, and then therefore, students
that do want to learn, that makes it
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challenging for them because their
learning opportunity is distracted
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and, you know, interrupted and
it, it's, it's a real challenge.
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Do you feel like schools have a leadership
responsibility in terms of health,
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maybe beyond Um, providing like a health
course Yeah, I mean, they have to.
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U- unfortunately they have to.
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Um, so you know, from behavioral
health and mental health and wellness,
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they're now having to really get
involved there and have a founda- if,
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if they want to create a safe learning
environment, if you will, they have to.
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Um, they're going to conferences now,
bringing in experts now for, um, you
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know, not only vape is, is, is a very
specific issue, but le- great leaders
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at schools now realize, um, this is one
of the many issues, uh, that they have
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to deal with unfortunately, um, because
of what's going on in our culture,
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but because of, uh, what's going on
in homes or not going on in homes as
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far as leadership and parenting going
on, that schools have to take on more
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and more and more of these roles that
would normally happen in the home.
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And of course, we know there's
lots of reasons of why it's not
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happening at home, but it isn't.
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So they're having to take on ma-
i- if they want to create a, a good
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learning environment, a safe learning
environment, uh, they have to become,
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they have to have expert- they don't
have to, superintendents if you will,
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or the entire administration team don't
have to have that expertise, but they
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have to be bringing them in as one of
the pillars of learning these days is
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mental health and wellness, and really
create a culture, uh, based on that
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if they really, really wanna succeed
and bring kids along really learning
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and be a great school for learning.
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They have to, um, have that expertise
or bring in that expertise and commit
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to it as, as part of their culture.
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Does vaping cause a ripple
effect among students?
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And what I, what I mean by that is
if you've got one or two or just
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a small handful of students that
are vaping, do you see it spread?
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Oh, yeah … to other students, right?
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Yeah, for, for sure.
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And, and, and a couple
of reasons for that.
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One, just like, you know, again,
any generation grows up, you
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know, kids wanna fit in, right?
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So that's number one.
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Uh, number two is, um, they see
other friends doing it, and it's
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like, "Oh, it's no big deal,"
so bringing them along is easy.
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One of the bigger problems, though, today,
um, is these vapes with these chemicals
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that aren't illegal yet, uh, these new
compounds, these new chemical, uh, things.
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You know, they came up with Delta-8
and then Delta-9, and there's so
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many new chemicals coming along
that our laws aren't keeping up.
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So they can literally just grab
it off the shelf almost like candy
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at, you know, the local convenience
store, at the local gas station.
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They can just grab it off
the sh- shelf, so it's easy.
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So it's also interpreted as,
oh, it's safe, it's no big deal.
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Um, 'cause they don't even have to be…
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Well, they're supposed to be
18 to buy some of these things.
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Um, they don't have to be, and they
can get them, you know, right over
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the counter, and it's no big deal.
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So for them, it's perceived
as, oh, it's, it's just, you
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know, it's just something fun.
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It's just a little buzz.
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It's no big deal.
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So it's much easier for them
to, one, get addicted, um, and,
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you know, do some serious harm.
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Um, but it most- it's like anything
else, so kids are trying to fit in.
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Right.
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Right.
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So there's a social aspect to
this, maybe a little bit of peer
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pressure, although you didn't say it.
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Little bit of peer pressure.
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And then the- Yep.
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You know, again, and a lot more cultural
challenges these days, so the desire
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to, um, have something, uh, again, just
like whether it's a beer or something
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like that, whether, you know, some-
something to make myself feel better
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and escape this pain, um, if it's
easy, something I could just grab,
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that just makes it that much easier.
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So when you walk into a district
that's actually struggling with
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vaping, what patterns, what
patterns do you tend to see?
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What are…
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Why can't they just solve it?
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Yeah.
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Well, it does start with that.
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Y- you know, there's,
there's a couple things.
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There's one is, are you trying to attack
it from kind of after the fact, um,
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or you, you attack it from, you know,
the base, the core problem, right?
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So many, how they're trying to deal with
it is detection, vape detection, and, you
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know, they're putting their sensors that
can pick up the vaporization, uh, if you
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will, the vapor in the air, and there's
vape sensors over the last few years that
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they've put throughout schools, mostly in
the bathrooms, 'cause kids will go in the
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bathroom in, in between classes and, and,
and sneak a, sneak a toke in the bathroom.
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So a lot of schools have put vape
detectors in there to catch it.
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But that hasn't worked so well.
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It worked a little bit, um, early
on 'cause kids didn't know it.
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So early on it, uh, alerted
them and they can go to the
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bathroom and, and catch the kids.
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And it worked as a deterrent for
a bit, but then students figured
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out, you know, how to get around
it and, uh, and things like that.
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But again, that's after the fact.
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It's really the prevention ahead of
time, like anything else, uh, whether
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it's, you know, Mothers Against Drunk
Driving or other things we have to do
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culturally to help change it, to talk to
students, to talk to parents about it.
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You've gotta catch it early on, and
that's why I talk about the culture
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matters of leadership And are we
concerned about these problems?
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Just like bullying or anything
else, this is a social issue, and
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we've gotta tackle it head on.
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So it's about leaders, and, uh, what
I mean leaders at both at a district
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level and at a school level really, uh,
um, if they're not becoming experts,
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you know, bring experts in, having
somebody on the team, leadership
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team, that's well-educated, informed.
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Uh, there's conferences on
these subjects sadly now.
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Um, so we have to tackle it head on
and collectively as a community, and
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I mean as a school community and with
parents' help, um, really educating the
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students on, on another serious issue.
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Um, and that's really to me
the only way to solve it.
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No different than, I'm in the, you
know, weapons and detection business.
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We have to talk about how to fix some
of these underlying cultural issues
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and access to guns and other things.
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To me it's, it's no different.
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Um, it's just that's the only way to
tackle it head on is, is educating
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people about the problem and h- heading
it off at the pass before their child
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gets, gets involved and addicted.
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So if I, if I see it, it appears that
some students are vaping or I already
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have, uh, a serious issue with vaping
at my school, before I start looking
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for solutions and jump to solving it
or, or, or looking up technologies,
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you've mentioned quite a few times
trying to understand that core problem.
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So what should I be asking before
I actually jump to the solution?
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Uh, uh, as a school
leader or, or as a parent?
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Yeah, as a school leader.
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Well, I'm, it, you know, like with
anything you've, you've gotta do kind of
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a, a, a threat assessment, a behavioral
assessment, which is becoming super,
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super popular, uh, in schools for that.
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And behavioral assessments, um, is
a big thing, is do we re- first of
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all, do we have a problem, right?
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And what is that problem?
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How big is the scale of that problem?
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Uh, from, from bullying or
sexual abuse or, you know.
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So behavioral threat assessments, and
this would be considered potential
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threat, um, it to, to analyze it.
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You know, we could be
anecdotal about this.
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We could say, "Oh, I
think there's a problem.
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We, we caught Johnny with a vape, and, you
know, his, his buddy Joey had some too."
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And so we really have to do an
assessment to really first see is
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there a problem, how big is the
problem before I really say, "Oh,
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we've gotta solve this thing," right?
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So to me it always starts
with the assessment first.
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Um, and there's, there's
great tools out there.
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There's great organizations out
there just, just to do that.
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But, you know, talking to people,
talking to, you know, talking to other,
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you know, teachers, uh, talking to
other school leaders and say, "What
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are they seeing in the classroom?"
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And that's your anecdotal assessment.
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But we have to talk to
them and talk to students.
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It's, it's always about , you
know, just, just talking to
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people and, and getting insight.
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And then the next step structurally
would be doing an assessment, and there
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are great tools out there for doing that
assessment, helping them uncover what
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the real issue is, uh, or how, how bad
the issue is, uh, within their schools.
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Um, again, I do that every day
with, um, with weapons detection.
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People go, "We need weapons."
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Say, "Well, do you?
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Is that really what you need?
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Is it…
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Or is it more, uh, safety, uh,
officers or police officers?
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Do you need more behavioral health, health
counselors to talk to these students?"
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So we can't just assume here's the
fix, uh, we need more vape detectors.
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It's let, let's find out and let's do an
assessment, uh, before we dig into that.
00:13:30.904 --> 00:13:32.224
How do you know if you have a problem?
00:13:32.254 --> 00:13:33.384
And that's interesting to me.
00:13:33.384 --> 00:13:37.754
So if I see Johnny is the only
student, you know, out of 500, I see
00:13:37.754 --> 00:13:42.494
that student vaping, that may not
be enough to start thinking in terms
00:13:42.514 --> 00:13:44.643
of, in terms of systems, let's say.
00:13:44.644 --> 00:13:45.824
So how do I know…
00:13:45.974 --> 00:13:49.423
When, when does it cross over to
say, "Okay, this is an actual problem
00:13:49.494 --> 00:13:51.523
that the system needs to respond to"?
00:13:51.753 --> 00:13:55.894
You know, I, again, if I'm a, just
an individual school leader versus
00:13:55.894 --> 00:14:00.403
a district leader, I mean, I would
talk to my staff about what are
00:14:00.404 --> 00:14:01.524
they seeing in their classrooms.
00:14:01.524 --> 00:14:02.553
Is, is it one…
00:14:02.783 --> 00:14:05.754
Again, it's anecdotal, but
they know their students.
00:14:06.004 --> 00:14:09.563
Um, the teachers themselves
know their students best.
00:14:09.844 --> 00:14:13.213
So to me, you should be talking to
your team and say, you know, "What
00:14:13.214 --> 00:14:14.643
are you seeing in your classrooms?
00:14:14.813 --> 00:14:15.933
Where are you seeing the challenge?"
00:14:15.943 --> 00:14:18.513
Now, again, they don't know necessarily.
00:14:18.513 --> 00:14:23.083
It's, it's, um, they're making assumptions
about what's going on with their students,
00:14:23.343 --> 00:14:29.504
but they can tell kind of who's, uh, um,
uh, energized in class and who's not, and
00:14:29.513 --> 00:14:32.463
who's clearly out of it for some reason.
00:14:32.894 --> 00:14:34.973
And is it, do they rarely see that?
00:14:34.983 --> 00:14:36.103
Do they often see that?
00:14:36.103 --> 00:14:41.223
So to me, it has to start there, is you
have to use your resources that are out
00:14:41.224 --> 00:14:45.203
with the students and, and seeing the
problem and seeing what's out there.
00:14:45.203 --> 00:14:49.923
And of course, these days you've got
security staff all over, so they know.
00:14:49.923 --> 00:14:53.163
So you have to talk to your,
your staff and see what they're
00:14:53.163 --> 00:14:55.244
seeing, and then go from there.
00:14:55.333 --> 00:14:56.384
Um, but it does start there.
00:14:56.384 --> 00:14:59.974
It's, it's eyes on, uh, they know
what's going on with their students.
00:15:00.074 --> 00:15:02.733
At least, you know, are they involved?
00:15:02.733 --> 00:15:05.273
Are they learning or are
they distracted all the time?
00:15:05.483 --> 00:15:07.303
That's pretty easy to spot in school.
00:15:07.794 --> 00:15:12.033
When we understand that we are close
to, quote-unquote, "having a problem"
00:15:12.033 --> 00:15:16.963
or it does seem like something the
system, uh, needs to now react to,
00:15:17.013 --> 00:15:20.704
what does a comprehensive prevention
strategy actually look like?
00:15:21.303 --> 00:15:21.833
Wow.
00:15:21.934 --> 00:15:23.214
Uh, great question.
00:15:23.233 --> 00:15:28.413
A- a- again, so a comprehensive
would be, um, one, doing
00:15:28.413 --> 00:15:30.173
that assessment, number one.
00:15:30.423 --> 00:15:34.473
But knowing from leadership, again,
there- there's, you know, like really
00:15:34.473 --> 00:15:36.203
kind of six pillars, if you will.
00:15:36.214 --> 00:15:36.664
It depends.
00:15:36.664 --> 00:15:44.020
A comprehensive approach to school
safety Uh, in learning, it's again, a, a
00:15:44.020 --> 00:15:51.020
foundation of culture, number one, of, uh,
you know, behavioral and mental illness,
00:15:51.239 --> 00:15:53.550
uh, and well- wellness I should say.
00:15:53.810 --> 00:15:56.560
Um, that's key of having that foundation.
00:15:56.560 --> 00:15:59.540
It means understanding their problems,
it means having health professionals on
00:15:59.540 --> 00:16:02.060
staff, uh, that understand the problem.
00:16:02.359 --> 00:16:05.110
Um, and again, there's re- and
y- when I grew up, we didn't ha-
00:16:05.120 --> 00:16:08.720
you know, we had the, the, the
school nurse that was just a nurse.
00:16:08.960 --> 00:16:10.099
That's changed.
00:16:10.099 --> 00:16:13.189
I mean, there, there's behavioral
heal- health counselors now.
00:16:13.399 --> 00:16:16.149
Now we had quote-unquote counselors
when I grew up, which were really
00:16:16.149 --> 00:16:20.619
about, you know, you studying, but
not what's going on in your life.
00:16:20.689 --> 00:16:25.850
So more and more schools and
districts are doing that and having
00:16:25.850 --> 00:16:31.479
those resources on staff that have
all those tools to start with.
00:16:31.480 --> 00:16:36.040
So- I'm at the other end of the
spectrum, which is detection, which
00:16:36.040 --> 00:16:42.120
is again your kind of safety net, if
you will, to catch, um, what's going
00:16:42.120 --> 00:16:46.330
on, to catch that vape, to detect
that vape, to detect that weapon.
00:16:46.590 --> 00:16:51.760
We're kind of after the fact, if
you will, but those other core,
00:16:51.869 --> 00:16:57.319
uh, things need to happen first and
have that comprehensive approach to
00:16:57.490 --> 00:16:59.700
creating an environment for learning.
00:16:59.939 --> 00:17:04.129
Um, a, a positive environment
for learning really starts with,
00:17:04.229 --> 00:17:05.930
with the culture and leadership.
00:17:06.590 --> 00:17:12.300
I often, uh, use the, uh, use the phrase
growing up in the Midwest, you know, the
00:17:12.309 --> 00:17:14.319
s- the fish stinks from the head down.
00:17:14.639 --> 00:17:20.030
Um, and just meaning leadership,
um, uh, either can be, you know,
00:17:20.059 --> 00:17:23.629
throughout the schools can be poor
if the leadership at the top, at the,
00:17:23.840 --> 00:17:28.319
you know, superintendent level, uh,
isn't strong and, and really believes
00:17:28.319 --> 00:17:30.950
in this, um, then you're gonna fail.
00:17:31.229 --> 00:17:35.449
But it starts at the top at the
district level of a leader understanding
00:17:35.449 --> 00:17:40.039
this problem and realizing it's
a structural problem, and we have
00:17:40.039 --> 00:17:45.249
to attack it from a comprehensive
approach and not just, uh, reactive.
00:17:45.340 --> 00:17:50.149
We have to be proactive and really
put a, a comprehensive plan together,
00:17:50.380 --> 00:17:54.929
which there, there's many different
things, um, that, that structurally,
00:17:55.020 --> 00:17:59.169
um, sadly we have to do now in the
schools, uh, because we're not doing it
00:17:59.189 --> 00:18:00.639
culturally, we're not doing it at home.
00:18:00.639 --> 00:18:05.739
And, and because students spend so much
time in schools, um, and not as much
00:18:05.740 --> 00:18:10.190
time with, with family and parents,
um, it, it's where it has to happen.
00:18:10.569 --> 00:18:10.919
Okay.
00:18:10.919 --> 00:18:13.870
So y- you said that you're on the
detection side of things, and, and
00:18:14.049 --> 00:18:17.870
the feeling I'm getting is that
in an ideal world, you wouldn't
00:18:17.870 --> 00:18:22.039
necessarily start with, with technology.
00:18:22.049 --> 00:18:23.709
You'd start with humans.
00:18:23.759 --> 00:18:23.790
Oh, yeah.
00:18:23.790 --> 00:18:24.939
You'd start by learning.
00:18:24.950 --> 00:18:28.440
You'd start by c- bringing counselors
and looking at your curriculum- Right
00:18:28.440 --> 00:18:32.219
and trying to address it- Yeah … um, you
know, with families and things like that.
00:18:32.219 --> 00:18:36.709
So right, the districts that actually move
towards detection, are you seeing that,
00:18:36.840 --> 00:18:40.929
that they believe that detection is the
first answer, or are they having trouble
00:18:40.939 --> 00:18:43.019
with the human side of things, right?
00:18:43.019 --> 00:18:46.940
Like are they- Yeah … not able, they're
not able to connect, they're not able
00:18:46.940 --> 00:18:49.980
to kind of fix the culture, so they
just move to detection, or are they
00:18:49.980 --> 00:18:51.549
seeing it more as like a silver bullet?
00:18:52.563 --> 00:18:53.533
Uh, good question.
00:18:53.533 --> 00:18:54.793
I, I would say neither.
00:18:54.914 --> 00:18:56.374
Um, well, I shouldn't say that.
00:18:56.384 --> 00:18:59.674
Some, some are seeing it as, I
wouldn't say a silver bullet.
00:19:00.374 --> 00:19:04.593
I think they're being reactive and just
saying, "Oh, we can use these detectors,"
00:19:05.014 --> 00:19:05.994
instead of thinking holistically.
00:19:07.313 --> 00:19:10.414
Um, and that's where, uh,
many leaders are failing.
00:19:10.424 --> 00:19:11.763
They're not, um…
00:19:11.764 --> 00:19:13.233
And that could, that
could be many reasons.
00:19:13.254 --> 00:19:16.264
So I, I don't want to necessarily
pick on any, whether it's they don't
00:19:16.264 --> 00:19:20.363
have the budgets to really, uh,
go after this, or they just don't
00:19:20.373 --> 00:19:22.933
realize how big a problem it is.
00:19:22.933 --> 00:19:26.063
And just like anything in life,
any organization that, you know,
00:19:26.143 --> 00:19:32.913
it's a range of structural issues,
um, good and bad, that, that they
00:19:32.913 --> 00:19:34.563
don't understand the real problem.
00:19:34.873 --> 00:19:37.403
And that's why I say, you know,
the fish stinks from the head down.
00:19:37.404 --> 00:19:40.903
I think it's the, the leadership
doesn't understand the real problem.
00:19:40.904 --> 00:19:45.204
Now, is it because other, uh, people
around them aren't bringing it to them?
00:19:45.204 --> 00:19:46.323
Are they not listening?
00:19:46.633 --> 00:19:52.573
But, um, it's j- it's just like
punishing a child, uh, for acting
00:19:52.573 --> 00:19:53.674
out or something like that.
00:19:53.983 --> 00:19:55.384
That's reactive.
00:19:55.413 --> 00:19:58.093
You're not getting to the
root cause of the problem.
00:19:58.343 --> 00:20:01.263
So, um, a- and they don't
think it's a silver bullet.
00:20:01.284 --> 00:20:06.253
They just see it as something they
need to do, which is true, but
00:20:06.513 --> 00:20:08.233
that's not solving the problem.
00:20:08.233 --> 00:20:10.563
Agai- it's like putting
a Band-Aid on something.
00:20:10.803 --> 00:20:13.943
Uh, we're not solving the underlying
root cause of that, that problem.
00:20:13.943 --> 00:20:18.373
Or just like, you know, taking,
uh, a medication for something, you
00:20:18.373 --> 00:20:20.293
know, um, you know, for a virus.
00:20:20.293 --> 00:20:25.613
We have to, uh, attack the root cause, and
that's what most are not doing with this.
00:20:25.823 --> 00:20:29.113
Uh, not because, again, a lack
of education, lack of awareness,
00:20:29.323 --> 00:20:32.303
lack of time, a lack of resources.
00:20:32.523 --> 00:20:36.764
There's no shortage of reasons
why, uh, they don't understand
00:20:36.764 --> 00:20:40.553
the root cause or why they're not,
uh, going after a comprehensive
00:20:40.553 --> 00:20:42.454
approach to solve this problem.
00:20:42.823 --> 00:20:45.213
Um, it- it's- Yeah … it's
for sure challenging.
00:20:45.214 --> 00:20:48.993
Again, because they might think
bullying is one issue, uh, which it
00:20:48.994 --> 00:20:55.084
is, but they're not seeing it as a, a
cultural issue and of a wellness issue.
00:20:55.244 --> 00:20:58.913
They're just saying, "Oh, Johnny
beat up, you know, uh, Tommy,"
00:20:58.913 --> 00:21:02.463
and, you know, "Oh, we gotta, you
know, uh, we've gotta suspend him."
00:21:02.464 --> 00:21:06.603
And they're not seeing it as, as
a whole, and that it's a mental
00:21:06.613 --> 00:21:08.053
health issue, as an example.
00:21:08.053 --> 00:21:09.953
We- what's going on with these students?
00:21:10.173 --> 00:21:11.644
Why are they fighting?
00:21:11.843 --> 00:21:15.134
Not just, "Oh, we've gotta break it
up, and we've gotta suspend them."
00:21:15.453 --> 00:21:19.423
It's what, what's going on around
us, what's going on at home, what's
00:21:19.423 --> 00:21:21.753
going on, you know, in, in class.
00:21:21.803 --> 00:21:23.013
Why are they fighting?
00:21:23.223 --> 00:21:25.063
You've gotta get to the root cause.
00:21:25.303 --> 00:21:29.670
Otherwise, you're c- you're constantly
reacting Have you seen sort of a
00:21:29.700 --> 00:21:31.310
two-pronged approach work right?
00:21:31.310 --> 00:21:35.020
So it sounds like detection could be,
and I don't know, 'cause I, I do wanna
00:21:35.030 --> 00:21:37.659
ask you a few more questions about the
detection side 'cause I'm interested.
00:21:37.690 --> 00:21:41.020
But do- have you seen it work where,
hey, maybe we can implement some
00:21:41.020 --> 00:21:47.580
detection, um, methods now while we kind
of incrementally make progress on the
00:21:47.580 --> 00:21:49.620
cultural side, the family side, right?
00:21:49.620 --> 00:21:52.440
Because that, that side seems
like it takes longer, is harder.
00:21:52.609 --> 00:21:53.630
Oh, for sure.
00:21:53.689 --> 00:21:54.609
Yeah, for sure.
00:21:54.619 --> 00:21:58.780
So yeah, so they have to do vape
detection, they have to do weapons
00:21:58.780 --> 00:22:02.070
detection just in case, and that's
why I say it's the safety net.
00:22:02.329 --> 00:22:03.590
You, you have to do it.
00:22:03.590 --> 00:22:07.400
So, you know, guns is a great example
of people don't realize how many guns
00:22:07.400 --> 00:22:12.479
are in our culture and, you know, 60% of
people, 50 to 60% of people don't lock up
00:22:12.480 --> 00:22:14.490
their guns, and the guns are out there.
00:22:14.490 --> 00:22:17.969
I mean, five-year-olds, seven-year-olds,
you know, 10-year-olds are bringing
00:22:17.969 --> 00:22:20.439
guns to school, believe it or
not, and people don't hear that.
00:22:20.689 --> 00:22:25.069
Um, you're not hearing it in Michigan
when it happens in South Carolina.
00:22:25.360 --> 00:22:29.909
Um, but it, it's, it's going on every
day out there because the number of guns
00:22:29.910 --> 00:22:31.839
are in our culture, so they have to.
00:22:31.879 --> 00:22:34.309
Now we've got a gun culture issue.
00:22:34.519 --> 00:22:39.199
We're not gonna solve that anytime soon,
so many have to do weapons detection just
00:22:39.229 --> 00:22:44.210
to help ensure that guns, guns don't end
up on their campus, so they have to do it.
00:22:44.389 --> 00:22:47.449
So yes, you need to do detect,
you need to do vape detection.
00:22:47.629 --> 00:22:52.789
You have to do these things just in
case while you work on solving th- those
00:22:52.799 --> 00:22:57.329
problems to understand how to ensure
that students don't bring them in,
00:22:57.349 --> 00:22:59.369
whether it's a weapon or, you know, vape.
00:22:59.589 --> 00:23:04.150
So yeah, so you have to do both, for
sure Right, but it's, it's clear that
00:23:04.150 --> 00:23:08.280
the other side needs to be looked at,
taken care of, worked on, the cultural
00:23:08.290 --> 00:23:11.430
side, the family side, the mental health
side, that kind of at the same time.
00:23:11.440 --> 00:23:13.950
Because then you'll never,
you'll never solve the actual-
00:23:14.220 --> 00:23:14.920
That's right … problem.
00:23:15.000 --> 00:23:18.299
You'll just catch, you'll just
catch students that are, that are
00:23:18.300 --> 00:23:19.640
kind of breaking that, that rule.
00:23:19.640 --> 00:23:19.729
Yeah.
00:23:19.760 --> 00:23:23.499
So on the detection side- Yep … of
things, what is actually available?
00:23:23.570 --> 00:23:25.890
I, I'm, available may not
even be the right word.
00:23:25.890 --> 00:23:26.890
I'm just curious.
00:23:26.890 --> 00:23:30.270
You mentioned, you know, we went
from smoking in the bathroom to
00:23:30.270 --> 00:23:32.719
vaping in the bathroom apparently-
Yeah … after all these years.
00:23:33.180 --> 00:23:37.459
So, like, the actual detection system
you mentioned that detects the, the
00:23:37.469 --> 00:23:41.310
vaporization, um, m- m- the vapor.
00:23:41.760 --> 00:23:42.740
I was gonna say the mist- Yeah.
00:23:42.740 --> 00:23:45.670
… but I think the answer was, the,
uh, the answer was in the word.
00:23:46.109 --> 00:23:48.100
Um, like, what else does
that really look like?
00:23:48.100 --> 00:23:50.779
Like, how do you detect, um- Yeah.
00:23:50.819 --> 00:23:55.080
So there's different thing- I mean,
what, today, um, historically, last
00:23:55.100 --> 00:23:59.569
few years, if you will, um, the
vaporization detectors is, that's
00:23:59.569 --> 00:24:01.919
really what's, what's been out there
and they've, they've relied on.
00:24:01.920 --> 00:24:05.020
'Cause there hasn't been anything
el- other than, like, a, a hand wand.
00:24:05.020 --> 00:24:09.429
So if they suspect somebody, uh, what
they'll often do is use just, like,
00:24:09.430 --> 00:24:13.229
a, a handheld metal detector that
they use for weapons and things like
00:24:13.229 --> 00:24:16.530
that, whether it's at the airport
or a, a concert venue or whatever.
00:24:16.530 --> 00:24:18.859
We've all seen the hand
wands, and schools use them.
00:24:19.909 --> 00:24:25.120
Unfortunately, many are, most are
using a very inexpensive, crude
00:24:25.129 --> 00:24:28.559
tool, um, that also students have
figured out how to get around.
00:24:28.809 --> 00:24:33.539
For example, um, students will put,
um, the vape in their crotch, and then
00:24:33.539 --> 00:24:36.820
they'll just say, "Oh, no, that's, you're,
that's alerting, but that's my zipper."
00:24:37.249 --> 00:24:42.210
Um, or a, a young lady might put
it in her, her bra and, 'cause
00:24:42.210 --> 00:24:46.149
they realize there's, uh, there's
underwire, there's wire in their bras.
00:24:46.159 --> 00:24:47.679
So they'll just, "No,
no, that's just my bra."
00:24:47.859 --> 00:24:49.670
So students have figured
out how to get around that.
00:24:50.319 --> 00:24:53.619
Now, our, you know, we're in the,
we're in the weapons detection
00:24:53.619 --> 00:24:56.549
business, the vape detection
business, but ours, we're advanced.
00:24:56.549 --> 00:24:59.659
I mean, Secret Ser- we've
been securing pr- excuse me.
00:24:59.819 --> 00:25:03.449
We've been in business for 60 years
securing popes and presidents since.
00:25:03.740 --> 00:25:06.109
We secure 95% of the
airports around the world.
00:25:06.109 --> 00:25:10.109
Secret Service uses us, uh, concert
venues, NFL, Major League Baseball
00:25:10.109 --> 00:25:13.059
stadiums, and sadly now, schools.
00:25:13.239 --> 00:25:15.459
So we have all kinds of
detection capabilities.
00:25:15.459 --> 00:25:16.939
Federal Bureau of Prisons use us.
00:25:17.220 --> 00:25:18.750
Supermax prisons use us.
00:25:19.000 --> 00:25:21.639
So our detection capabilities
are more advanced.
00:25:21.909 --> 00:25:26.699
So even in a handheld detector,
we can distinguish between the
00:25:26.699 --> 00:25:30.630
different metals, and we can help
them realize there's so- there's
00:25:30.630 --> 00:25:32.340
something else in the student's crotch.
00:25:32.349 --> 00:25:33.640
There's something else in the bra.
00:25:33.920 --> 00:25:39.790
So number one, there are handheld devices
d- to help them find contraband, if
00:25:39.790 --> 00:25:42.549
you will, things that they shouldn't
have, prohibited items they shouldn't
00:25:42.559 --> 00:25:44.429
have, as long as there's metal in them.
00:25:44.640 --> 00:25:48.410
And really, all vapes have some
metal in them, so we can find them.
00:25:48.539 --> 00:25:49.519
So that's number one.
00:25:50.262 --> 00:25:55.942
Number two, uh, something we just
rolled out, um, that we've used in
00:25:55.942 --> 00:26:01.072
correctional facilities for many, many
years, um, for, uh, inmates who are
00:26:01.072 --> 00:26:05.041
always trying to smuggle in contraband
from drugs to, believe it or not,
00:26:05.052 --> 00:26:09.481
micro cell phones about the size of
your, uh, one digit on your thumb…
00:26:09.632 --> 00:26:12.071
Sorry, one, one segment on your thumb.
00:26:12.072 --> 00:26:15.382
They're really the size of just a t-
almost, you know, just a little bigger
00:26:15.382 --> 00:26:20.831
than your thumbnail, um, uh, phones that
can communicate with the outside world.
00:26:21.191 --> 00:26:23.432
So now that has a tiny bit of metal.
00:26:23.432 --> 00:26:25.791
It's got a little, um,
you know, magnet in it.
00:26:26.332 --> 00:26:30.661
So we've had to be able to detect
those for, for many years to help
00:26:30.661 --> 00:26:35.281
ensure inmates don't have contraband,
if you will, things, illegal things
00:26:35.281 --> 00:26:36.881
they shouldn't have on their person.
00:26:37.211 --> 00:26:41.951
Well, because we've seen this problem get
so bad in schools, uh, we said, "Well,
00:26:41.961 --> 00:26:44.081
I wonder if we can use that for vapes?"
00:26:44.441 --> 00:26:45.221
And we have.
00:26:45.222 --> 00:26:46.671
So we did put it in the lab.
00:26:46.681 --> 00:26:51.528
We tested a number of vapes From
physical, think of it like a walk-through
00:26:51.538 --> 00:26:54.708
metal detector, but now you're
walking through something that we
00:26:54.708 --> 00:26:57.208
can detect those tiny bits of metal.
00:26:57.418 --> 00:27:01.798
So, uh, that's a technology that we're
rolling out this year for schools to test.
00:27:02.118 --> 00:27:05.577
But, but one thing we're doing, we're
test- So we can detect the vapes.
00:27:05.577 --> 00:27:07.378
The question is how would they deploy it?
00:27:07.678 --> 00:27:11.518
Just like they're learning with the
vaporization in the, in the, uh,
00:27:11.528 --> 00:27:13.947
bathrooms, it sounds like a good idea.
00:27:14.278 --> 00:27:18.918
Um, and, and it worked for a little
while, but students learn how to mitigate
00:27:18.918 --> 00:27:20.487
that, get around that, if you will.
00:27:21.127 --> 00:27:26.457
So although we have technology that
can absolutely detect it, the question
00:27:26.457 --> 00:27:28.327
is, how will schools deploy it?
00:27:28.547 --> 00:27:32.777
So we're just do- doing some testing
now, and we'll be testing, uh, this fall
00:27:32.777 --> 00:27:34.407
with schools to see how they use it.
00:27:34.448 --> 00:27:38.287
As an example, will they use it
outside a bathroom as a random
00:27:38.288 --> 00:27:42.437
screening and just say, "Okay,
everyone, you know, s- step through"?
00:27:42.657 --> 00:27:44.697
And it, it's, it's just a portable unit.
00:27:44.937 --> 00:27:48.907
And again, think of it like, um, a, a
walk-through detector now that you'd
00:27:48.907 --> 00:27:50.757
see at a stadium or, or something else.
00:27:50.768 --> 00:27:51.427
It's just simple.
00:27:51.428 --> 00:27:53.457
You just walk through, and it would alert.
00:27:53.717 --> 00:27:57.658
Um, or if they just suspect a student,
and they've got the detector in the,
00:27:57.997 --> 00:28:02.248
in the, uh, principal's office or
something like that, or they can randomly
00:28:02.248 --> 00:28:03.868
search a classroom from time to time.
00:28:04.117 --> 00:28:08.427
If they know one teacher, um, in
particular, you know, class always have…
00:28:08.518 --> 00:28:12.907
You know, she knows or he knows that they
have students that they're constantly
00:28:12.907 --> 00:28:16.257
concerned about, they're confident
that th- these kids are always vaping,
00:28:16.558 --> 00:28:19.537
they could just do a random screening
of a classroom from time to time and,
00:28:19.768 --> 00:28:24.417
and pop this outside the door and have
students walk out and see if it alerts.
00:28:24.738 --> 00:28:28.157
Um, and just like a stadium or
anything else, say, "Oh, what's in
00:28:28.157 --> 00:28:29.367
your po- Oh, that's my cell phone.
00:28:29.397 --> 00:28:29.747
Okay."
00:28:29.757 --> 00:28:31.417
Which, by the way, is another issue.
00:28:31.808 --> 00:28:35.717
A lot of states now are, uh, outlawing
cell phones in schools, so it would
00:28:35.717 --> 00:28:37.358
detect those as well, of course.
00:28:37.617 --> 00:28:40.347
Um, so, uh, okay, what
else are you learning on?
00:28:40.378 --> 00:28:41.188
"Oh, I've got nothing."
00:28:41.188 --> 00:28:42.747
Okay, well, then you'd go to a handheld.
00:28:42.918 --> 00:28:43.977
So we can find it.
00:28:43.977 --> 00:28:47.977
We'll, we'll, we'll absolutely, uh,
detect it, no question about it.
00:28:48.137 --> 00:28:49.787
It's just what's realistic?
00:28:50.027 --> 00:28:51.947
But again, that's why I
say it's a safety net.
00:28:51.988 --> 00:28:55.914
Although we have these tools It's
after the fact they've already got it.
00:28:56.194 --> 00:28:59.603
But it does, for some students though,
these things do work as deterrents.
00:28:59.823 --> 00:29:04.754
If they do get caught, let's say you just,
um, uh, little Johnny just started vaping
00:29:04.754 --> 00:29:08.593
or it was just his first time 'cause
his, his buddy Joey got him involved,
00:29:08.973 --> 00:29:11.633
that, those deterrents do work for some.
00:29:11.643 --> 00:29:13.023
They're not gonna work for all.
00:29:13.184 --> 00:29:15.763
But just like anything, just
like, you know, Mothers Against
00:29:15.764 --> 00:29:19.363
Drunk Driver or these other tools
that we have, they do deter.
00:29:19.363 --> 00:29:22.533
So, you know, they learn about, you
know, the student that, that dropped
00:29:22.533 --> 00:29:25.763
over and, and, you know, had a seizure
and they're now at the hospital.
00:29:26.053 --> 00:29:29.723
For many students, that's definitely
a red flag, and that's a deterrent.
00:29:29.893 --> 00:29:34.983
So also these random searches, uh, it's,
whether it's a canine search , whether
00:29:34.984 --> 00:29:39.453
it's a weapons detection, a vape
detection random search, these tools work.
00:29:39.473 --> 00:29:42.033
Think of it like having the police
car out in front of the school.
00:29:42.343 --> 00:29:45.164
Believe it or not, you know, they
slow traffic down, they do other…
00:29:45.303 --> 00:29:47.434
When you see a, you know, police
officer on the, you know, the
00:29:47.434 --> 00:29:49.014
side of the road, you slow down.
00:29:49.263 --> 00:29:50.974
So deterrents help as well.
00:29:50.974 --> 00:29:55.093
So random screening, uh,
definitely, definitely works.
00:29:55.473 --> 00:29:58.453
You mentioned deterrent and how it
works, and it's funny you say that
00:29:58.453 --> 00:30:01.934
because a- as you were talking, I was
k- just kind of rolling through in
00:30:01.934 --> 00:30:04.163
my mind what deployment looks like.
00:30:04.163 --> 00:30:06.033
And I started thinking, well,
wait a minute, you know, what…
00:30:06.553 --> 00:30:07.723
You know, schools are not a prison.
00:30:07.724 --> 00:30:09.054
Schools are not an NFL game.
00:30:09.054 --> 00:30:13.283
And so when we see things like this
visually as students, uh, and, and even,
00:30:13.323 --> 00:30:15.953
even as, as educators, it, it starts to…
00:30:16.353 --> 00:30:20.403
I was thinking, how does it make the
school feel when you see detection
00:30:20.404 --> 00:30:21.743
systems and things like that?
00:30:22.213 --> 00:30:25.203
But I think you do have a valid
point there that in terms of
00:30:25.203 --> 00:30:30.153
prevention, it may not be a humongous
device, but the idea of something
00:30:30.154 --> 00:30:33.956
that Deters, it's a visual thing.
00:30:34.016 --> 00:30:39.036
You know, I'm aware that the school's
taking this seriously, um, that this
00:30:39.046 --> 00:30:41.795
is related to, you know, XYZ behaviors.
00:30:41.796 --> 00:30:42.956
One of them may be vaping.
00:30:42.985 --> 00:30:44.405
That can act as a deterrent.
00:30:44.416 --> 00:30:48.306
So I think it's a, an interesting
balance to, to, to think about.
00:30:48.306 --> 00:30:52.495
You may not want something visually there,
but just like you said, you're right.
00:30:52.496 --> 00:30:55.876
You know, when you see a, a police
officer just parked on by the
00:30:55.876 --> 00:30:58.935
road, you're, you're gonna, you
know, start acting right, right?
00:30:59.066 --> 00:30:59.825
You're gonna slow down.
00:30:59.835 --> 00:31:00.615
That's exactly right.
00:31:01.495 --> 00:31:01.775
It, it does make sense.
00:31:01.775 --> 00:31:02.015
Yeah, and it's a…
00:31:02.015 --> 00:31:03.225
And it's, and it's a great point.
00:31:03.296 --> 00:31:06.615
And, and it's y- a key word you
said, there's a balance there.
00:31:07.926 --> 00:31:11.045
So being in the detection business,
weapons detection business, metal
00:31:11.046 --> 00:31:15.195
detection business for many years, you
know, for schools, which I'll be honest
00:31:15.195 --> 00:31:18.236
with you, we don't like the fact that
we need to sell these into schools.
00:31:18.236 --> 00:31:18.485
It's…
00:31:18.726 --> 00:31:19.575
We don't need to be.
00:31:19.575 --> 00:31:21.196
We're a big global company.
00:31:21.345 --> 00:31:22.596
We don't need to be doing this.
00:31:22.596 --> 00:31:25.995
And honestly, and I manage K-12
for the company, it, it's, it's sad
00:31:26.005 --> 00:31:27.705
to see, to, to be honest with you.
00:31:28.185 --> 00:31:30.316
And but it does work.
00:31:30.316 --> 00:31:33.396
But the old refrain, I mean, we
worked with New York City schools,
00:31:33.485 --> 00:31:35.225
you know, for almost 30 years.
00:31:35.496 --> 00:31:38.496
Um, so we've been at this a while
working with schools, but the old
00:31:38.496 --> 00:31:42.715
refrain for most is we don't want our
schools to look like prisons, right?
00:31:42.755 --> 00:31:45.486
And we don't look, want it to
look like a TSA checkpoint, right?
00:31:45.806 --> 00:31:50.805
Um, it's that visual, that posture
that most don't want to have.
00:31:51.156 --> 00:31:54.356
But one thing we've learned that,
that, and that's why random searches
00:31:54.356 --> 00:31:57.605
are nice and, and the new technology
that we have that you probably see
00:31:57.615 --> 00:32:01.536
at stadiums and theme parks and
other things now is less obtrusive.
00:32:01.815 --> 00:32:03.425
It doesn't look like that anymore.
00:32:03.425 --> 00:32:05.705
You don't have to use the
X-rays necessarily anymore.
00:32:05.715 --> 00:32:06.706
It depends what you're looking for.
00:32:06.706 --> 00:32:09.255
So it depends what you want
to detect and at what level.
00:32:09.255 --> 00:32:12.055
If you're a high security checkpoint,
it still kind of needs to look
00:32:12.065 --> 00:32:14.235
like a TSA checkpoint, you know?
00:32:14.755 --> 00:32:17.895
So it depends if you're protecting the
president or if you're just looking
00:32:17.895 --> 00:32:19.536
for, you know, a mass casualty threat.
00:32:19.536 --> 00:32:24.115
So it depends, but I ha- talk to school
leaders every day about this issue.
00:32:24.115 --> 00:32:24.765
And, "Oh, are you…
00:32:24.765 --> 00:32:26.915
You know, I don't know if our
community's ready for it."
00:32:27.296 --> 00:32:31.575
But some things, some great things
we've learned is that actually not only
00:32:31.575 --> 00:32:36.275
is it a deterrent, but actually can
be culturally a very positive thing,
00:32:36.565 --> 00:32:38.625
even though it acts as a deterrent.
00:32:39.046 --> 00:32:42.905
Uh, we had one school that actually did
a, a study on this for a couple years.
00:32:42.946 --> 00:32:47.652
Uh, sorry, one, uh, school system, Lee
County Schools in Florida They looked
00:32:47.652 --> 00:32:51.512
at after they put in weapons detection
at the front of the school and morning
00:32:51.512 --> 00:32:55.572
screening when they'd go in, it's portable
units that are very unobtrusive, doesn't
00:32:55.572 --> 00:32:57.972
look like a TSA checkpoint, and school
00:32:58.192 --> 00:33:00.051
Kids are going in very quickly,
and they can keep their
00:33:00.062 --> 00:33:01.441
backpacks on and other things.
00:33:01.671 --> 00:33:04.241
So they were worried about that
too, but they had a great culture,
00:33:04.241 --> 00:33:05.742
great leadership, great culture.
00:33:06.132 --> 00:33:10.822
What ended up happening, the study they
did, is over two years after deploying
00:33:10.822 --> 00:33:14.501
this, because staff now has to be
out front, this is what's changed.
00:33:14.501 --> 00:33:19.421
Staff now has to be out front welcoming
the students every day, saying hello.
00:33:19.421 --> 00:33:20.121
"Hey, Susie.
00:33:20.121 --> 00:33:20.791
Hey, Johnny.
00:33:20.932 --> 00:33:21.501
Hey, Tommy.
00:33:21.501 --> 00:33:21.921
How you doing?
00:33:21.921 --> 00:33:22.741
Good to see you today."
00:33:22.891 --> 00:33:26.592
So they're out front, a, a, a
good number of staff members
00:33:26.751 --> 00:33:28.831
welcoming these students every day.
00:33:29.022 --> 00:33:32.542
For a lot of these students,
they are not seeing adults 'cause
00:33:32.542 --> 00:33:34.742
their parents are taking off to
work in the morning, whatever.
00:33:34.941 --> 00:33:37.421
It's the first adults they see every day.
00:33:37.862 --> 00:33:42.371
So having someone welcoming, checking in
on them, how you doing it, at the front
00:33:42.371 --> 00:33:48.342
of the school every day When they come
in, is, has helped change the culture.
00:33:48.852 --> 00:33:51.382
But not only are they, they
welcoming the students, but they'll
00:33:51.382 --> 00:33:52.952
see if somebody's struggling.
00:33:53.291 --> 00:33:54.342
"Hey Joey, how you doing?
00:33:54.342 --> 00:33:55.761
Hey, hey Bobby, you okay?"
00:33:55.802 --> 00:33:58.231
They'll see their head down,
so they can catch that.
00:33:58.572 --> 00:34:02.971
With the study they did, the analysis
they did, it was pretty easy to do.
00:34:03.202 --> 00:34:07.622
There's a 38% reduction of
incidents of violence, 'cause they
00:34:07.631 --> 00:34:08.991
have to write up these incidents.
00:34:10.601 --> 00:34:14.402
38% a reduction of violent incidents.
00:34:14.631 --> 00:34:16.541
That's a significant drop.
00:34:16.991 --> 00:34:19.582
Um, you know, that's
getting close to half.
00:34:19.922 --> 00:34:24.021
And what they also found, uh, because
they, uh, had a security for that
00:34:24.021 --> 00:34:27.731
school district of Lee County in
Florida, Dave Newlan, he was the chief
00:34:27.732 --> 00:34:29.671
of police in, in the local community.
00:34:29.981 --> 00:34:34.621
He also reached out to his brethren in
surrounding communities, and they've also
00:34:34.621 --> 00:34:37.151
seen a reduction in violence as well.
00:34:37.451 --> 00:34:43.081
So it can help change a culture if done
right, and that's why leadership matters.
00:34:43.422 --> 00:34:45.561
It is a comprehensive approach.
00:34:45.891 --> 00:34:50.632
And although, you know, for some schools
they think it's a bad thing and that
00:34:50.632 --> 00:34:54.681
deterrent can be that po- that physical
posture of detectors at the front of
00:34:54.692 --> 00:34:58.481
the school when kids walk in, in the
vestibule, that that can look bad.
00:34:58.741 --> 00:35:02.241
It actually can help depending
on how you handle it.
00:35:02.281 --> 00:35:06.752
If your staff is welcoming the students
every day, and you use it, it is both
00:35:06.752 --> 00:35:10.351
a deterrent, 'cause for students the
first few days they'll see it almost
00:35:10.351 --> 00:35:13.371
like a DUI checkpoint, and they'll
turn and, and walk the other way.
00:35:13.401 --> 00:35:14.072
Yeah, yeah.
00:35:14.072 --> 00:35:16.092
And throw stash what they have,
but that's a good thing too, right?
00:35:16.321 --> 00:35:18.611
So just like you slowing down when
you see an officer at the side
00:35:18.611 --> 00:35:20.591
of the road, that's a good thing.
00:35:20.791 --> 00:35:24.481
But over time it can
really help many students.
00:35:24.482 --> 00:35:27.991
Of course, there's, you know, 1 or 2
per, you know, percent that, you know,
00:35:27.991 --> 00:35:31.801
you, you can't help no matter what,
um, that, that are gonna just have
00:35:31.811 --> 00:35:35.261
challenges 'cause they have so many
challenges at home or whatever's going on.
00:35:35.692 --> 00:35:39.971
But, uh, we've seen the opposite
effect of, of having that posture.
00:35:40.281 --> 00:35:44.761
And if it's done well, it's done right,
it's done with the intent of, of safety
00:35:44.762 --> 00:35:49.341
and concern for students as opposed to
being accusatory and like, "Oh, the, our
00:35:49.341 --> 00:35:51.011
kids are bad and we have to do this."
00:35:51.021 --> 00:35:51.851
It's, "No.
00:35:51.851 --> 00:35:55.141
Let's make sure we create a
culture of health and wellness
00:35:55.141 --> 00:35:59.251
and safety, um, and security, and
make sure all students can learn."
00:35:59.481 --> 00:36:02.852
But a m- a big part of that is
welcoming your students every day.
00:36:02.852 --> 00:36:06.931
And we've all seen the videos where like a
teacher will do, you know, different dance
00:36:06.931 --> 00:36:09.821
moves with kids when they're entering
the classroom and things like that.
00:36:10.192 --> 00:36:14.721
It's similar if you have that welcoming
environment at the front of the school
00:36:14.992 --> 00:36:18.122
when all students are entering the
school, it can make a massive difference.
00:36:18.242 --> 00:36:20.462
I thought of emotional deterrent, right?
00:36:20.541 --> 00:36:24.231
With the people there, they're
adding another layer onto that-
00:36:24.431 --> 00:36:27.552
That's right … um, that's much more
personal and much more emotional.
00:36:27.552 --> 00:36:31.271
And I'm sure some, some, some kids, you
know, maybe the first day they thought,
00:36:31.272 --> 00:36:32.142
"I'm gonna get something through."
00:36:32.142 --> 00:36:33.452
But then they thought, "No, you know, Mrs.
00:36:33.452 --> 00:36:34.921
Smith wouldn't like that," right?
00:36:35.141 --> 00:36:35.771
That, that's absolutely right.
00:36:36.696 --> 00:36:37.646
Right, right, right.
00:36:37.986 --> 00:36:38.856
Well- And we do talk about that.
00:36:38.856 --> 00:36:41.286
It's, again, you, you're
throwing key words out there.
00:36:41.556 --> 00:36:45.316
In security, we talk about it as a
layered approach, and that behavioral
00:36:45.506 --> 00:36:48.116
connection is one of the layers.
00:36:48.195 --> 00:36:49.095
Absolutely.
00:36:49.166 --> 00:36:50.716
Thanks so much for
coming on the show today.
00:36:50.716 --> 00:36:51.616
Great insights.
00:36:52.025 --> 00:36:56.275
Thanks for joining us on Education Talk
Radio, a part of the B Podcast Network.
00:36:56.276 --> 00:36:59.856
If there's a topic you'd like us to
tackle or have a guest idea, send me
00:36:59.856 --> 00:37:02.585
a message at dciceroedutalk@gmail.com.
00:37:03.276 --> 00:37:05.006
Thanks for listening, and
we'll see you next time.