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Abstract

In the 21st century, terrorism poses a critical challenge to the global security architecture. Terrorists increasingly aim to influence the global agenda by targeting various soft targets, including general education institutions. This article provides a comprehensive review of existing public guidance and protocols regarding active school assaults. Specifically, it examines and analyzes emergency directives developed by the United Kingdom and the United States, which outline individual response protocols during armed terrorist attacks within school premises. These official guidelines are widely known as “Run, Hide, Tell” and “Run, Hide, Fight.” These strategies are internationally recognized and implemented as educational and training curricula in several countries, including France, Austria, Sweden, and Norway. Furthermore, this study evaluates and synthesizes empirical research findings conducted in the United Kingdom and Denmark. Based on the analysis of the theoretical framework, an empirical study was designed and conducted in Georgia. A pretest-posttest design was selected as the primary research methodology, which represents one of the most robust approaches for evaluating intervention programs. The intervention was implemented in the form of educational training, utilizing a structured questionnaire as the primary research instrument. Participants were selected via a purposive sampling technique. The procedural phase of the study involved a two-wave survey administered to the respondents using the same questionnaire (before and after the training session). All procedures were carried out in strict compliance with research ethics requirements. Quantitative data processing and statistical analysis were executed using IBM SPSS Statistics (Version 23). The primary finding of the empirical research demonstrates that the intervention implemented within the scope of this study can be considered highly effective. The variance observed between the first and second waves is statistically significant (p < .001), with the difference between the indices across waves amounting to 28.1%, representing an 80.7% relative increase from the baseline first-wave metric. This result suggests that school education is an effective strategy during a terrorist attack on a school.