Exploring the Influence of Contextual Factors on Students During an Active Shooter Simulation: A Thematic Analysis

Abstract

School shootings present complex challenges for student safety, yet ethical constraints limit opportunities to examine students' real-time responses during such crises. This study used live, immersive virtual reality simulations to explore how individual, relational, and contextual factors shape perceived safety and emotional coping during a simulated school shooter lockdown. Nineteen university students participated in 36 fully interactive VR lockdown scenarios set in a realistic virtual high school environment. A qualitative phenomenological design guided the collection of post-scenario surveys and focus group data. Thematic analysis revealed three key findings: (1) dynamic internal states and environmental cues shape student safety decisions, (2) ambiguous communication elevates stress and fear, and (3) relational support from school staff and peers fosters collective resilience. Results highlight the value of VR as a research tool for school safety and emphasize the importance of developmentally appropriate, and inclusive emergency preparedness protocols that integrate clear communication and relational trust alongside physical safety measures.