TxSSC
School Safety Spotlight Program
Overview of Recipients
- indicates an overall recipient for fiscal year.
The Academy Program, Cedar Hill ISD
Collaborative Community Partnerships
Developed as a joint project between the Cedar Hill ISD Police Department, Cedar Hill Independent School District, and community stakeholders, the Academy program delivers age-appropriate curriculum focused on leadership, character, decision-making, and bullying and cyberbullying prevention to elementary, middle, and high school students.
The goals of the program include creating positive relationships between youth and law enforcement officers and equipping youth with skills that promote healthy, positive lifestyles. Each class session of the Academy involves the presence of officers, a teacher or other school staff, and invited community partners. Students participate in scenarios taught by the officers and assist in leading group discussions. Students may scan a QR code to enter comments and answer questions raised within the sessions anonymously.
The Academy is included in graduation requirements for high school seniors. When students complete the five Academy courses, they graduate from the Academy and receive a certificate of completion.
“The Academy Program was initiated with the belief that through relationship, education and engagement, our officers could not only bridge the gap between students and the police but strengthen safety efforts throughout the district. Through partnership, we're empowering our students to learn the concepts of Leadership and Character, Decision Making, Self-Esteem, Bullying and Cyberbullying and Careers in Law Enforcement/Community Helpers. They are able to apply these concepts in scenario-based training and ultimately are able to recognize how to respond in their daily lives. The Academy program has already yielded positive success stories, and we can't wait to reach more students.”
Patrice Whitten, Educator and Former Administrator
Outstanding Individual Service
Patrice Whitten exemplifies exceptional insight and expertise in school safety and crisis intervention. She demonstrated her deep understanding of security threats, behavioral de-escalation, and emergency response during an incident in which she successfully diffused a life-threatening situation involving a student with a firearm.
Through her calm, strategic approach, she protected the lives of students, staff, and law enforcement officers. Her actions highlight the importance of relationship-building and proactive safety measures in preventing violence before it escalates. She not only de-escalated the immediate threat but also provided critical emotional support to the student in crisis, demonstrating her comprehensive understanding of both security and mental health challenges in school environments.
Mrs. Whitten’s leadership extends to ongoing advocacy for improved safety policies, staff training, and student support systems. Her commitment to safety education, emergency preparedness, and fostering a secure school culture makes her an invaluable leader in advancing best practices in school security.
"What I enjoy most about my work is the opportunity to support students in discovering their strengths and unlocking their full potential. It’s incredibly rewarding to be part of their journey, watching them grow in confidence and achieve goals they once thought were out of reach."
L.E.A.D. Program, Officer Renee Christian, Lancaster ISD
Positive Climate and Prevention Programs
Law Enforcement Against Drugs and Violence (L.E.A.D.) is a 10-week evidence-based educational initiative for students in fifth and sixth grades designed to prevent drug-related crimes, bullying, and violence in schools and communities and to prepare students for challenges they may encounter in middle and high school.
The program is taught by Lancaster ISD Police Officers, which helps build strong and positive relationships between students and law enforcement. These officers are trained to connect with students through meaningful conversations and guidance, breaking down barriers between police and young people. Officers use role-playing scenarios, group discussions, and real-life case studies, which keep students actively involved in the learning process.
In addition to traditional safety and security education, the L.E.A.D. program emphasizes Social-Emotional Learning (SEL), a unique and innovative approach that teaches students emotional intelligence and resilience. The program helps students better understand their own emotions, build empathy for others, and practice self-regulation. By nurturing these skills, the L.E.A.D. program teaches students how to navigate social situations, resist peer pressure, and make decisions that prioritize their long-term well-being.
“When a student tells me they’ve learned how to stand up for themselves, I know we are doing more than just talking – we’re changing lives. I enjoy building connections with the students, being a trusted figure in their lives, and helping create a safe, positive environment where they can thrive both academically and personally.”
Nisi Bennett, All Heart Initiative
Staff Development and Training
As a Mental Health First Aid instructor, Nisi Bennett has participated in training initiatives throughout Texas. Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, neighbors, health and human services workers, and other caring citizens how to help an adolescent who is in crisis or experiencing a mental health or addictions challenge.
The course introduces common mental health challenges for youth, reviews typical adolescent development, and teaches a five-step action plan for how to help young people in both crisis and non-crisis situations. Topics covered include anxiety, depression, substance use, disorders in which psychosis may occur, disruptive behavior disorders (including AD/HD), and eating disorders.
The emphasis on "building a safety-net for people to get help" extends influence beyond isolated safety protocols to creating interconnected support systems within educational settings. This approach recognizes that effective security in schools requires both immediate intervention capabilities and long-term support structures
Youth of Uvalde (Y.O.U.), Uvalde ISD
Student-Led Groups or Programs
Youth of Uvalde, Y.O.U., is a group of dedicated students from Uvalde High School who have taken their Law Enforcement Career and Technical Education (CTE) course to heart and are making a meaningful impact on students districtwide. Under the expert guidance of their teacher, Ms. Norma Barbosa, these students have developed and tested lockdown buckets and are working to raise funding to provide them for every classroom in the district.
Based on their personal experiences from the tragic day at Robb Elementary School, when they were locked down for many hours in their classrooms without provisions, Y.O.U. members have designed the lockdown buckets to be easy to carry and access and to include needed items, from snacks and bottled water to duct tape and emergency tools.
They began with a needs assessment, interviewing staff and students to gather insights into both physical and emotional needs during emergencies. They invited input from classmates with various experiences to ensure the buckets addressed a diverse range of needs. Finally, they assessed the usability and comprehensiveness of the contents during lockdown drills, making adjustments based on real-time feedback and practical outcomes.
This initiative reflects the practical skills the students gain in their CTE course while also using their personal experience to create something valuable for all students.
“The Coyote Kit is special because it was designed during difficult times, and it reflects the strength, resiliency, and perseverance of the students and staff of Uvalde CISD. It is from us, the students of Uvalde High School for Y.O.U.- the Youth of Uvalde.”
“Being a part of this project means taking back the security and peace of mind that we lost on that day just three years ago— I want to help younger students feel safe in their classrooms and around their school.”
“I feel like we are truly making a difference and a way to persevere through the most challenging trials.”
“Even in the hardest time, there’s always something that offers comfort and reassurance.”
“The Coyote Kit is a great tool for promoting a secure and supportive environment in a classroom. It encourages students to share their feelings and concerns, fostering a sense of community and trust.”
“Every second counts in a crisis. This bucket of supplies is more than just a tool - it's a lifeline, ready to save lives when it matters most.”
“The Coyote Kit journey unites us in bringing safety and security back to our community.”
“The Coyote Kit brings reassurance and safety to our community and, in a way, will help us heal.”
Carrollton-Farmers Branch ISD, Carrollton PD, Dallas PD, Farmers Branch PD, and Irving PD SRO Units
Collaborative Community Partnerships
In response to numerous hoax social media threats made after September 11, 2024, which caused significant disruptions across its campuses, Carrollton-Farmers Branch ISD (CFBISD) partnered with local municipalities to create an informative video aiming to reduce anxiety in the school community and educate students and parents about the legal consequences of hoax threats. The video features school resource officers (SROs), helping students associate the message with familiar faces and existing positive relationships.
The video was shared widely, including via email and push notifications to all parents, during school homeroom periods for students, and on the district’s Facebook, YouTube, and X pages. The video conveyed that the district takes all threats seriously and that hoax threats are unacceptable and will be investigated, encouraging students, staff, and parents to feel confident in the safety and security of CFBISD campuses.
“Familiar faces, in familiar places - students see officers in the environment that they roam each and every day at school. They stop and think, should I post this or would my SRO see this and come talk to me. The video makes an impact by putting a familiar face to the accountability of their posts (threats).”
Paul Batchelder Jr., New Caney ISD
Outstanding Individual Service
Paul Batchelder Jr. has served as the Director of Life Safety and Emergency Preparedness for New Caney ISD (NCISD) since 2019, overseeing safety systems and emergency planning and facilitating critical safety training for district personnel. He leads safety audits, monitors legislative changes, ensures compliance with state regulations, and coordinates with local emergency agencies.
Paul is dedicated to improving safety at NCISD through innovative tools like the Crisis Manager app, which provides staff with real-time updates and emergency protocols. He conducts training sessions to ensure staff are well prepared for emergencies and works closely with local responders to enhance safety readiness. He also fosters a safety-first culture through district-wide drills.
Paul actively engages students and the community in safety efforts, including introducing student-led safety videos to promote peer education and ensuring that safety protocols reflect input from all stakeholders. His proactive strategies and collaborative efforts ensure that the district remains prepared for a wide range of potential safety and security issues.
“What I enjoy most about this work is the opportunity to work with professionals on a plan and respond to situations when it matters most. When we choose to build relationships and our capacity in handling emergencies, then we are showing ourselves and everyone else where our priorities are. Everyone deserves to feel safe, and I am fortunate enough to be part of the team that leads our effort in doing so for our district.”
Behavioral Support Services, Copperas Cove ISD
Positive Climate and Prevention Programs
The Copperas Cove ISD Behavioral Support Services team includes a director, a counseling coordinator, 18 counselors, and 4 behavior coaches, who serve pre-k through high school campuses. Through programs focused on anti-bullying, conflict resolution, relationship building, and holistic child development, they help create a safe and secure environment for all students.
The team has expertise in student safety and well-being, with training in bullying prevention, mental health, trauma-informed care, and restorative practices. Counselors and behavior coaches train students, staff, and parents and encourage members of the school community to report concerns through the anonymous reporting system, STOPit, promoting a culture of safety and security.
Counselors and behavior coaches drive student-centered campaigns including Paint the School Orange, Unity Day, Red Ribbon Week, and Digital Citizenship Week, focusing on bullying prevention, mental health, substance abuse, and online safety to create a positive school climate. Creative initiatives such as S2S (Student to Student) groups encourage students to take an active role in promoting a safe and inclusive environment. The team also offers structured lessons on topics including conflict resolution, anger management, and diversity, helping students develop skills for safer schools and stronger communities.
“I love being a person that helps kids grow to become the best version of themselves.”
“Behaviors improve when students experience a strong sense of belonging to their school. As a counselor, I support this feeling of acceptance by developing healthy relationships with students. This is my favorite part of the job.”
“I love my job because I get to see growth in students, celebrate daily victories and work with the best campuses. I feel blessed because I don't have to, I get to do this job.”
“I love being a school counselor because it allows me the chance to connect with students on a bigger scale and create schoolwide change. I feel like I have more opportunities to help others as a school counselor.”
“Christopher Robin said it best when he said, “Promise me you'll always remember: You're braver than you believe, and stronger than you seem, and smarter than you think.” This is what we get to remind students each day!”
“School counselors and other school-based mental health professionals have such a unique opportunity to see kids for who they really are! They see so much growth and potential in each individual. They see the powerful impact that positive relationships can have on students who struggle or those that have experienced trauma and get to be on the front lines of those essential relationships. It is a career like no other. Other ways to describe these individuals include Change Agents, Loving Listeners, Heart Healers, and Active Advocates! Our students deserve the unconditional love and support they receive from their school counselors and behavior coaches.”
Willie Wilkins, Mesquite ISD
Staff Development and Training
Mesquite ISD Safety and Security Coordinator Willie Wilkin’s hands-on, evidence-based approach to staff development and training is significantly enhancing the district's overall safety preparedness. In May 2024, Willie led a five-hour emergency management training for all district principals, assistant principals, and school resource officers, emphasizing active threat response and incorporating tabletop exercises. Willie has continued this initiative during the 2024-2025 school year, conducting additional tabletop exercises with each campus emergency response team (CERT) to ensure preparedness for emergencies.
Willie employs interactive methods using large campus floor plans and colored pawns representing different roles to simulate scenarios based on actual incidents. This approach helps staff create campus-specific safety plans and prepares them to respond more quickly and effectively to threats and hazards, from a tornado or hazmat spill to an active threat. Based on requests from principals, Willie also adapted this training to accommodate an entire campus staff of 75 – 100.
Through his dedication and use of recognized tools such as table-top exercises, Willie is equipping school leaders with the training, knowledge, skills, and abilities needed to increase Mesquite ISD’s preparedness efforts.
“The key ingredient to my happiness with what I do is that I enjoy conversing with people. My job provides me an opportunity to put this basic urge to use for a significant purpose. I’m a very social person in a traditional sense of the term. I have combined the key ingredient with my passion of safety to teach educators on how to be aware and prepared for the unexpected experiences that may arise in and outside of the classroom.”
Student Ambassador Program, Frisco ISD
Student-Led Groups or Programs
Frisco ISD’s Student Ambassadors are high school leaders who work with their campus’s Whole Child Committee to assess and improve school climate. They propose, develop, and implement school-wide programming to address bullying, suicide, drug abuse, and mental health issues. They work to create a school where all students are accepted regardless of race, ethnicity, religion, age, gender, sexual orientation, disability, cultural background, physical appearance, socio-economic status, or academic achievement.
Part of Frisco ISD’s Olweus Bullying and Violence Prevention Program and Safe and Supportive Schools Program, the Student Ambassador program began to provide a student voice in safety and wellness efforts. Using data from the Safe Schools Survey to identify and develop initiatives to address high need areas, the program follows a proactive, team-based approach to safety. Student Ambassadors promote the StopIt anonymous reporting system, mentor younger students, and participate in projects such as substance misuse and suicide prevention lessons. In October of 2024, the Student Ambassadors helped develop a district-wide Fentanyl prevention lesson during Fentanyl Poisoning Awareness Month.
Student Ambassadors strive to activate and mobilize their peers in ways that positively change individuals and the entire learning community.
"Being a student ambassador is something I am very grateful for, as it gives me a space to advocate for myself and my peers and connect with likeminded leaders."
“What I like best about being a student ambassador is supporting my peers and school. I love being able to help my classmates become the best versions of themselves and truly seeing our school thrive based off the organizations hard work.”
“What I like best about being a student ambassador is connecting with the kids and exploring new perspectives!”
“What I like best about being a student ambassador is the opportunity to serve as a bridge between students and administrators, fostering growth and positive change in our school!”
“What I like best about being a student ambassador is creating a school environment where everyone feels involved and safe to be themselves.”
“What I like best about being a student ambassador is planning and executing community events that allow people to learn about our school’s culture!”
“What I like best about being a student ambassador is being able to bring everyone together through community events. I love seeing how people from different backgrounds can connect with one another and facilitate a positive environment.”
“What I like best about being a student ambassador is working with both students and administrators, allowing me to see so many different perspectives to make a positive change in my community.”
“What I like best about being a student ambassador is helping students, new or old, feel like they belong at our school with community and school events.”
“What I like best about being a student ambassador is the opportunity to be a pillar of hope in our school and allowing students, new or underclassmen, to feel the comfort in approaching me in times of need.”
“What I like best about being a student ambassador is that I get to meet different types of people that I would have never talked to if it wasn't for the class, it helped me open my eyes to many different opinions!”
“I like the skills that I learn from being a student ambassador, such as leadership, collaboration, and communications which makes me more comfortable with public speaking and different roles that I wasn't comfortable with before. The Student Ambassador program, however, has given me the skills to fit into those roles and help in different aspects of my school life.”
“What I like about being a student ambassador is meeting new people. I like everything about the program but meeting the kids and just hearing about their life is definitely a highlight. Representing the school is also cool knowing that I have the opportunity to be a voice for the student body. I like directing the short videos that are shown to the school. The SA program has so many things about it that I enjoy, and it is all very fulfilling.”
- indicates an overall recipient for fiscal year.