BUILDING INTELLIGENCE CAPACITY IN SCHOOLS: STRATEGIES FOR TRAINING TEACHERS AND NON-TEACHING STAFF IN SECURITY MANAGEMENT

Abstract

In light of increasing insecurity in educational environments, there is a pressing need to build intelligence capacity among school personnel. Intelligence capacity refers to the ability of school staff to gather, interpret, and act on information related to security threats. This paper examines strategic approaches to training both teachers and non-teaching staff in security management. It highlights the significance of embedding intelligence education within professional development programs, fostering partnerships with security agencies, and leveraging technology for surveillance and data reporting. The study is grounded in the Situational Crime Prevention Theory, which emphasizes proactive interventions to reduce opportunities for crime. Recognizing the unique roles that both teaching and non-teaching staff play in school security, the paper advocates for an inclusive training framework that addresses physical, cyber, and psychological threats. The challenges to implementing these strategies, such as inadequate funding, resistance to change, and lack of policy support, are critically examined. Recommendations include policy reforms, increased funding, and the integration of security training into existing educational structures. The paper concludes that building intelligence capacity through strategic training and collaboration is essential for fostering safe, secure, and resilient learning environments. This approach ensures that all members of the school community contribute meaningfully to safety management.