In the wake of the tragic Columbine High School shooting in April 1999, a pivotal realization struck Mark Thompson, a law enforcement professional from the Dallas/Fort Worth area. Observing the distressing events unfold, he understood a sobering truth: no matter how prepared responders might be, they would never arrive in time to prevent tragedy. As a police officer, Thompson was acutely aware of the challenges faced during emergencies, especially when his own children were involved. When he learned that his wife, a principal at their local elementary school, was trained to instruct students to “hide and wait,” he recognized that a new approach was essential.
This prompted Thompson to ponder the crucial few minutes it typically takes for law enforcement to arrive on the scene of an active shooter incident. What could be done to empower students to make life-saving decisions in those moments? He reached out to fellow officers and began researching existing programs that could provide students and educators with tools to protect themselves during such dire situations. However, their search revealed a glaring gap: there were no proactive training options available for individuals faced with an active shooter.
Thus, the ALICE training program was born—a groundbreaking initiative that stands for Alert, Lockdown, Inform, Counter, and Evacuate. Initially conceived under the acronym “LICE,” Thompson humorously recalls, “My wife said I wouldn’t get far with bringing LICE to schools.” After refining their approach, Thompson and his team launched the program in early 2001.
The ALICE framework offers students a variety of response options tailored to the circumstances they face. Unlike traditional methods that emphasize lockdown as the primary response, ALICE empowers students to take initiative. “The main goal is to utilize whatever means necessary to ensure survival,” Thompson states. This training equips children to make informed decisions rather than simply hiding in fear.
Components of ALICE Training
The first component, Alert, involves recognizing potential threats through sensory awareness or official announcements. Lockdown remains an essential tactic but is viewed as one of several options within the ALICE strategy. Inform emphasizes the importance of timely communication using tools such as real-time cameras, public address systems, and social media to keep individuals updated during an emergency.
Counter focuses on distraction techniques to divert the attacker’s attention, emphasizing that even simple actions like tossing a book can break the shooter’s focus. Finally, Evacuate involves not only leaving the premises but also creating distance from the shooter, as moving targets are inherently harder to hit.
Despite initial skepticism regarding ALICE, public perception shifted dramatically following high-profile incidents, such as the Amish school shooting in 2006 and the Virginia Tech tragedy in 2007. With increasing awareness, the program gained traction and is now implemented in around 3,400 of the 14,000 U.S. school districts, with over 4,000 police departments also adopting ALICE training.
One district embracing this program is the Maplewood School District in Pennsylvania. Principal Sarah Jenkins emphasizes the importance of ALICE, stating, “This training is a life skill that extends beyond school walls.” Both students and faculty respond positively to the proactive measures, with many feeling empowered rather than fearful. Jenkins notes that students are eager to learn how to assist during emergencies, contributing to a more secure environment.
A sixth-grade student, Lily Martin, expressed her confidence in the training, articulating, “ALICE training helps me feel strong and ready to protect myself and my classmates.” For Thompson, these affirmations from students validate his years of dedication to enhancing safety protocols. “Hearing children say they feel safer is what drives us,” he remarks.
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In summary, the ALICE training program represents a significant evolution in how schools can prepare for active shooter situations, emphasizing proactive strategies that empower students and staff to respond effectively during crises.