Abstract:

Schools across Europe are increasingly expected to prepare staff for rare but potentially catastrophic incidents involving intentional violence. In Oslo, Norway, the municipal education authority is responsible for the entire public school system, including primary, lower secondary, and upper secondary education. The system comprises approximately 18,000 employees and 90,000 pupils. Following several concerning incidents in 2024, a political decision introduced mandatory preparedness training for all schools, focusing on ongoing life-threatening violence (PLIVO)—a Norwegian emergency response concept referring to acute incidents in which perpetrators inflict potentially lethal violence.

Between March 2025 and March 2026, approximately 190 schools have participated in a structured preparedness programme developed by the Education Agency’s Section for Health, Safety, and Preparedness. The course aims to strengthen schools’ ability to prevent, recognise, and respond to intentional violent incidents while ensuring that staff are familiar with local emergency procedures and coordination with emergency services. Training content addresses prevention, acute response, and post-incident considerations. Specifically focusing on early detection, alarm and alert protocols, and practical response strategies such as contacting emergency services, escaping danger, seeking cover when necessary, and warning others.

The pedagogical design is rooted in active learning and reflective professional practice. Central to the course is the IGP method (Individual–Group–Plenary), which supports individual reflection, small-group dialogue, and collective discussion. The programme integrates practice-based scenarios, short conceptual lectures, and facilitated dialogue linking preparedness concepts to participants’ professional contexts. The approach is informed by professional learning theory for teachers, emphasising collaborative reflection and practice-based learning.

The study addresses the following research question: How does large-scale preparedness training influence school staff’s perceived competence and professional learning related to responding to intentional violent incidents in schools?

Data were collected through a post-course survey administered via Microsoft Forms. The dataset includes responses from 5,032 school employees, corresponding to a 28% response rate. Descriptive statistical analysis indicates a strong perceived impact: 97.8% reported increased competence in responding to a potential incident. On a five-point Likert scale, 69.8% rated the course as “very useful” and 24.4% as “useful,” meaning that 94.2% evaluated the training positively, while fewer than 1% reported low usefulness. A separate report was sent to each school principal the day after the course, summarising the positive aspects and highlighting areas of concern and improvement.

Open-ended responses were analysed using thematic analysis and revealed four recurring themes:
(1) increased situational awareness and attention to early warning signs;
(2) increased confidence in responding to critical incidents;
(3) collective reflection and shared understanding among staff; and
(4) perceived relevance for everyday school practice.

This study contributes to research on teacher professional learning, school safety, and crisis preparedness in educational settings.

Keywords:

Teacher Professional Learning, Professional Development for Teachers, School Safety and Security, Crisis Preparedness in Education, Active Learning Strategies.