Parents of two California students this week filed a class action lawsuit alleging that school security software company Securly illegally collected students’ private information without their consent and sold it to third-party vendors. 

The lawsuit claims Securly violated California privacy law and the federal Video Privacy Protection Act by making unauthorized connections to the children’s mobile devices through which Securly collected and stored location data. The company then allegedly provided that information to its clients for targeted advertising without the children’s or parents’ knowledge or consent, according to the suit filed Monday in U.S. District Court for the Southern District of California. 

The case demonstrates a noticeable effort to hold ed tech companies accountable for protecting student data privacy. Requested damages from the class action are expected to exceed $5 million, at up to $12,500 per covered plaintiff. 

The class action lawsuit claims the parents did not know their children's San Diego County schools had installed Securly software on their Chromebooks.

In the lawsuit, Securly is described as a “location data broker that provides its customers massive amounts of illegally intercepted data collected from elementary, middle, and secondary school student’s mobile devices.” 

Securly, in a statement emailed to K-12 Dive, called the lawsuit’s claims “baseless and uninformed” and said the company plans to “defend ourselves vigorously.”

“Securly has never sold student data to third parties, nor have we ever used student data to target advertisements,” the company said. “Securly’s suite of student safety solutions upholds the highest standards for student data privacy and complies with all international, federal, and state privacy regulations.” 

The parents' lawsuit specifically called into question Securly’s Filter tool, which the company says is a cloud-based web feature that allows schools to keep students safe. The tool sheds light on students’ online activity, can be used to download or email reports, and blocks inappropriate sites quickly, according to Securly’s website. 

The parents who brought the lawsuit said they never received any disclosure that Securly would be tracking their children’s location, intercepting their children’s personal communications or sharing their video viewing habits with third parties “to create targeted advertisements and marketing campaigns.” They were “shocked and alarmed” when they discovered that Securly was doing this without their or their children’s knowledge and consent, the lawsuit said.

It’s not uncommon for ed tech companies to share student data info with third parties, according to a January study conducted by nonprofit Internet Safety Labs. In fact, 96% of apps used or recommended by K-12 schools were found to share students’ personal information with third parties. 

Consequently, concerns remain that students’ personal online data is at risk. 

Even as alarms sound over the issue, however, schools have drastically increased the number of ed tech tools used in the classroom since the pandemic forced instruction online.

The number of ed tech tools used by districts more than doubled between the 2018-19 and 2019-20 school years — jumping from 895 tools to 2,263, according to a recent report from Instructure’s LearnPlatform. In the 2022-23 school year, districts used 2,591 ed tech tools on average. 

As government officials try to hold ed tech more accountable for issues like cyber defense and data privacy, school technology experts recommend districts take inventory of the ed tech they use, know their state and federal laws, and read an ed tech company’s terms of use thoroughly before signing any contracts.

Public K-12 schools and universities that house migrants on their campuses would have their federal education funding stripped away under legislation passed by a 222-201 mostly partisan House vote late Wednesday.

H.R. 3941, known as the Schools Not Shelters Act and introduced by Rep. Marcus Molinaro, R-N.Y., aims to prevent school funds from being diverted to support immigrants crossing into the country illegally. The bill also would protect student safety, according to its supporters.

The measure is a rebuke of President Joe Biden's immigration policies, which bill supporters said allow too many migrants to cross the border without first going through the steps to request legal entry.

"The Schools Not Shelters Act sends a message that Republicans will not stand for the left's sanctuary cities that continue to run cover for this administration," said Rep. Virginia Foxx, R-N.C., chair of the House Committee on Education and the Workforce, on the House floor Tuesday. "Nothing outweighs the success and safety of students." 

Unlikely to become law

Despite the House passage, the bill is unlikely to gain further footing or become law. There is no companion legislation in the Senate, and the White House has already condemned the proposal. 

A statement from the Office of Management and Budget on Wednesday said the bill would "supersede local control, interfering with the ability of States and municipalities to effectively govern and make decisions about their school buildings," as well as take federal funding away from schools.

It's unclear exactly how many schools across the country have opened their doors to temporarily house migrants. The bill's supporters have criticized New York City's plans to house migrants in stand-alone school gyms if needed.

At the higher education level, the nonprofit Every Campus a Refuge organizes host colleges to support the resettlement of refugees. The group's goal is to make every college a resettlement campus.

The House last month already voted along party lines on a resolution that condemns the use of elementary and secondary schools as emergency shelters for migrants, but that measure would make no changes to existing law. 

H.R. 3941, however, has the potential to cut off grants for Title I, Individuals with Disabilities Education Act, and other federal funding resources to schools. 

The opposition

Democrats opposing the legislation nicknamed it the "Scapegoating Not Solutions Act" and "Shutting Out Students Act." 

"It's frustrating that we're taking up another proposal that, among other things, purports to improve school safety yet does nothing to address school safety, does nothing to address learning loss, does nothing to address gun violence in schools or improve students’ mental health," said Rep. Bobby Scott, D-Va., ranking member of the Education and Workforce committee, during a House floor discussion.

The bill "would punish public schools and colleges and students for showing humanity," said Rep. Suzanne Bonamici, D-Ore. "This is the second time in less than a month that the majority is bringing legislation to the floor that discriminates against and scapegoats vulnerable people based on their identity."

The proposal, Bonamici said, would "deepen disparities rather than improve public education."

In response, Molinaro acknowledged the bill is not intended to address specific education initiatives, such as a "fix" for IDEA or a way to improve vocational education — efforts he said he supports. Rather, it is aimed only at addressing the border crisis, he said. 

"I respect, truly respect, this desire to be a compassionate people," Molinaro said. "But it is not compassionate to displace schoolchildren. It is not compassionate to close down schools and convert them into shelters."

The bill makes an exemption for school-based housing of migrants when there is a natural disaster.

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By Honeywell

Supporting the safety of students and staff is a top priority for educational institutions worldwide. Electronic security systems offer comprehensive and reliable methods to help mitigate potential threats and create a safer learning environment. While electronic security systems play a crucial role in detecting potential threats, human delays in alerting against active violence can significantly impact response times. This is why system automation is also key. It can help minimize human error, enhance situational awareness and enable prompter responses, potentially saving lives.

Human Delay: A Barrier to Swift Response

In traditional security practices, human operators are responsible for monitoring security cameras and alerting authorities in the event of an emergency. Relying on human judgment in an emergency can create avoidable delays in response times. The time it takes for an individual to recognize a threat, verify its nature and initiate the appropriate response can cost valuable seconds that could impact the outcome of an emergency.

The Importance of Automation:

1. Eliminating Human Error: In stressful situations the human factor can lead to errors or overlooked details. Automating electronic security systems helps remove subjective judgment or potential biases that may hinder a timely response. Advanced artificial intelligence technology can swiftly detect potential threats, using pattern recognition algorithms and video analytics, resulting in faster and more accurate identification of dangerous situations.


2. Providing Real-time Situational Awareness: By integrating intelligent video analytics, facial recognition and access control systems, potential threats can be identified and tracked in real time. This allows for a coordinated response from law enforcement and emergency personnel, who can be promptly informed about the situation, the location of the threat and the number of individuals involved.


3. Enabling Rapid Communication and Escalation: Security systems can be seamlessly integrated with emergency mass notification systems, enabling immediate alerts to key stakeholders within the school and to external authorities. As an example, an advanced gunshot detection system allows for immediate notification of a shot fired and announcement of the shooter’s location in a building. This automated communication system quickly notifies relevant personnel helping to reduce response time and enabling a swifter resolution with a safer, faster and informed response for staff and students.


4. Deploying Preemptive Measures: Schools should not overlook the implementation of preemptive measures to help reduce the risk of incidents. This could include technologies such as gunshot detection sensors or facial recognition systems that can identify individuals with a history of violent behavior or restrict access to certain areas of the campus, as well as conducting regular training so staff and students know how to respond in the case of an emergency. By proactively implementing these measures, schools can create a safer environment and potentially prevent such incidents from occurring.

Video Systems

Video systems play a critical role in helping to bolster school security. Strategically placed cameras throughout the campus can monitor hallways, entry points and other areas, deterring potential wrongdoers and enabling swift identification in case of an incident. Video systems can provide high-definition (HD) cameras, intelligent analytics and real-time monitoring. HD cameras can provide clear visibility, allowing security personnel to identify individuals and actions clearly.

Advanced video analytics tools, such as facial recognition and object detection, can also bolster security. Facial recognition technology can help identify unauthorized individuals or suspicious persons, providing fast alerting to security personnel. Object detection can identify specific objects, such as weapons or dangerous items, enabling immediate response and prevention of potential harm.

Access Control Systems

Controlling access to school premises is crucial to maintaining a secure environment. Electronic access control systems replace traditional locks with smart card readers, keypads or biometric devices, offering greater control and accountability. By restricting access to authorized personnel only, schools can prevent unauthorized entry, know who is on campus throughout the day and minimize the risk of potential threats.

The latest access control locks are wireless and battery free with zero maintenance. They can be fully integrated with security software solutions.

Smart card readers or keypads can be installed at entry points, allowing authorized individuals to gain access using their personalized identification credentials. Biometric devices, such as fingerprint scanners or facial recognition systems, offer an even higher level of security by verifying the unique physical characteristics of authorized users. These systems provide real-time data on who enters and exits specific areas, enabling efficient monitoring and response.

Integration and Automation for Enhanced Safety

The effectiveness of electronic security systems is greatly amplified when they work together seamlessly. By integrating various security components like video surveillance, access control systems, gunshot detection, mass notification and alarm systems, schools can develop a comprehensive security infrastructure that can help deter potential threats, identify risks and respond promptly in emergencies. By leveraging advanced technologies, schools can better mitigate risks and create a more secure learning environment for students and staff.

It is essential to remember that electronic security systems are only one part of the solution. Appropriate staff training, continuous monitoring and regular assessments are equally important to enable the effectiveness of these systems. Together, electronic security and well-trained staff can work together to foster a safer and more secure environment in educational institutions.

Bruce Montgomery is Commercial Security Vertical Market Manager for Honeywell Building Technologies.

As many schools refine their emergency plans and safety trainings in response to a national increase in school shootings, there's growing interest in crisis preparation regarding the needs of students and other people with disabilities or other unique circumstances.

One program, Especially Safe, is trying to provide answers. Its primary creator, Michele Gay, tragically understands how valuable inclusive emergency preparation can be.

Gay lost her daughter, Josephine Gay, a 7-year-old 1st grader, during the Sandy Hook Elementary School shooting in December 2012. Josephine loved school, and her parents and school staff took many steps to provide individualized services for Josephine, who had gross motor challenges, visual impairments and autism, said her mom, a former teacher.

But nothing prepared the community for the school shooting that ended the lives of 20 students and six staff members, Gay said. The 26 lives lost have made Sandy Hook the deadliest K-12 school shooting.

Despite the heartache of this tragedy, Gay said it has left her and many others in a position of power to help protect the safety of all students and school staff by offering training and best practice resources that take into consideration the needs of all students.

Essentially, the program helps schools ensure there is a safety prevention, response and recovery team behind all individuals with special considerations, such as those with disabilities, those who experience trauma, and those who are English learners, Gay said.

"We have to be tailoring safety just like we're tailoring our education," Gay said.

Individualized safety plans

The Especially Safe training and resources are provided through Safe and Sound Schools, co-founded by Gay and Alissa Parker, whose daughter Emilie Parker, a 6-year-old 1st grader, also died in the Sandy Hook shooting. 

Safe and Sound Schools was founded in 2013, and the Especially Safe program was created in 2017. It has just begun gaining recognition after years of research and development, Gay said. 

The Especially Safe program offers two free downloaded guides for planning and preparation and for teaching and training. Also available are virtual and in-person trainings and workshops.

The program calls for the creation of a multidisciplinary school safety team in each building that includes teams for each individual who's identified as having some kind of special needs or access and functional needs. Those individualized teams then develop individualized safety plans based on those students' and adults' needs, including those with temporary mobility issues or those with emerging issues like a traumatic experience.

Ideally, these teams plan for potential hazards, crisis scenarios, and individual needs well before an emergency unfolds. These teams, for instance, may discuss evacuation plans for a person in a wheelchair or lockdown protocols for a child who is nonverbal.

The resources have been created with educators in mind, meaning they are meant to be easy to use and implement, Gay said. They also emphasize the importance of including students in safety awareness activities. 

The teaching and training guide provides guidance to educators and parents about developmentally appropriate safety awareness lessons for children. Pre-K and kindergarten students, for example, are taught basic safety options like how to evacuate, while high schoolers are taught how to respond to a variety of safety situations.

"This gives peace of mind, gives a sense of comfort, and lets them know, 'I'm set. I have a plan, and furthermore, I'm empowering my students. My students are getting these life skills that they need beyond the schoolhouse to be safe in the world,'" Gay said.

Gay said people with disabilities and those with functional and access needs are currently underserved in safety planning. "I don't think it's because people don't want our kiddos and our especially special kiddos to not be safe. It's just, it's hard. These are hard questions."

Special educators in safety planning

While the Especially Safe resources were created with schools in mind, they can be applied in a variety of settings, such as camps, Boy Scout meetings, faith-based programs and more, Gay said.

The Especially Safe training was offered to staff at Texas school districts last year through a partnership with the Texas School Safety Center, a research and technical assistance center at Texas State University. Texas law requires every district to have a multihazard emergency operations plan. 

As of May 26, 173 participants in the state have voluntarily accessed three separate Especially Safe virtual trainings that are free for attendees, said Celina Bley, associate director of training and education at the center. Feedback from the trainings has been very positive, Bley said. That positive feedback, as well as data collected from knowledge assessments completed by participants, led the center to decide to continue offering the trainings, she said.

"We have to ensure the safety of all students in all schools in Texas, and so this is just a deeper dive in how to look at that systematically," Bley said.

Several other states have also participated in Especially Safe programming for special education students, Gay said.

The needs of a school's most vulnerable populations should be considered first during emergency planning, said Toni Beckett, school administrative coordinator for the Maryland Department of Health, during a recent webinar on the role of special educators in emergency, security and safety planning. The webinar was hosted by the U.S. Department of Education's Readiness and Emergency Management for Schools Technical Assistance Center. 

"Special education teachers serve as key team members to help identify and meet the needs of students with [a] physical disability or health impairments," Beckett said. 

She said it's essential that special educators are included on planning teams for school emergency preparedness, as they are "experts on disability issues, policies and legislation." 

Special educators can also offer guidance about students' physical, cognitive and emotional abilities that can be helpful for planning purposes, Beckett said.

Students gave higher marks to schools for keeping them physically safe and respecting their identities while scoring them lower on supporting their mental health and teaching them about potential careers, according to data released Wednesday by Gallup and the Walton Family Foundation.

Overall, students in grades 5-12 graded their schools a B-. Average letter grades in 11 school-related topics ranged from a B to C+, out of an A, B, C, D or "fail" grading scale.

The inaugural survey about how students feel about themselves, their schools and their future will produce additional findings to be released in the coming months. 

The research, based on responses from about 2,300 students ages 12-18 years old, also finds that students' school experiences can impact how they grade their schools. For example, students who rated their schools higher for making them feel included were more likely to say they earned “excellent” or “good” grades themselves.

Additionally, only 33% of Black students gave their school an A for respecting their race, ethnicity, gender and identity, compared to 53% of Hispanic students and 50% of White students.

“For learning to be more relevant, engaging and rigorous, we must listen to and collaborate with young people,” said Romy Drucker, director of the Walton Family Foundation's Education Program, in a statement. “With students giving schools an overall “B-“ grade, it is clear that there is much work to do together.”

Here are additional survey findings:

• When asked about how their school prepares them for the future, 39% gave schools a C and 20% handed out an A.
• Nearly half (48%) gave schools an A for respecting their identities, while only 13% awarded an A for making them excited about learning.
• Just 19% of students gave an A to schools for adapting to their learning needs, and 27% issued an A for their school's use of new technology to enhance learning.

In light of recent school shootings, multiple districts nationwide are reconsidering decisions to sever or scale back ties with local police forces for school resource officers. Many districts made those decisions in 2020 following police brutality protests.

Following a school shooting in March, Denver Public Schools temporarily suspended its 2020 police ban until this month, when the board is expected to consider long-term plans to reintroduce police in school buildings with additional guidelines in place.

Other districts that previously suspended partnerships with school resource officers in the wake of protests over the police-involved killings of Black Americans — including school systems in California and Oregon — have also considered bringing back police over the past year in response to violence in schools.

Initiatives to dismantle school resource officer programs after the murder of George Floyd and the killings of other Black Americans at the hands of police notably slowed in 2021, when school districts began reintroducing SROs with modifications or putting in place similar alternative programs.

An increase in school violence post-pandemic and record high number of school shootings in 2022 have prompted districts to go back to the drawing board and further consider police officers’ role in schools.

According to the K-12 School Shooting Database, there have been 178 shootings on school grounds in 2023, as of June 8. That’s more than half of the 304 shootings in 2022, which saw an unprecedented high in school shootings compared to previous years.

The effectiveness of SROs as a component of school safety has long been debated, with advocates saying they can be deterrents to school violence and critics saying they negatively impact students of color.

Research published in 2022 by the Annenberg Institute at Brown University found school police don’t prevent school shootings or gun violence in schools. It also identified a correlation between their presence and higher rates of suspension, expulsion, arrests and police referrals for Black students, as well as chronic absenteeism rates for students with disabilities.

However, school police seemed to help with general safety by decreasing unarmed violent offenses like fights. In a finding that researchers said should be interpreted with caution, the chances of firearm-related incidents on school grounds were also found to have marginally increased with the presence of school officers.

In 2021, Mo Canady, executive director of the National Association of School Resource Officers, described the initial announcements of SRO contract changes as "knee-jerk” reactions in light of civil rights protests.

Since then, changes to SRO programs — rather than full removals — have included altering uniforms to more approachable "soft" designs, taking away arrest powers, and having on-call SROs available to help when needed rather than in the building full-time.

Denver Public Schools, for example, is considering an option that would have community resource officers who are assigned to regions and called to buildings only when necessary. A separate proposal in front of the board includes deploying soft uniforms but allowing SROs with arrest powers on campus for overall safety, de-escalation and crime deterrence.

The district has until June 30 to finalize a long-term plan, after which the district’s 2020 ban on school police will be reinstated.