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Post-Master’s Certificate
in Leadership in School
Safety, Security, and
Emergency Management

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Courses start every Monday

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Take the first step in your National University journey

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230K+ Alumni Worldwide


Successful education begins and ends with safe schools. This certificate provides an in-depth understanding of strategies, techniques, and communications that help keep K-12 students safe and secure, so they’re free to focus on their teachers, curriculum, and classmates. It offers professionals, emergency management, and district management personnel the opportunity to learn about such diverse topics as: technologies to manage safety, security, and emergencies; threat assessments for people and facilities; restorative justice and other alternatives to student discipline; and techniques for contributing, implementing, and improving school safety plans. Further, a theoretical underpinning of these issues and their necessary responses will be examined. To conclude the certificate of study, you’ll demonstrate your knowledge and proficiency through a capstone course and project.

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The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

Admission Requirements 

A conferred master’s level or higher degree from a regionally or nationally accredited academic institution.


For the Post-Master’s Certificate in Leadership focused on School Safety, Security, and Emergency Management, you must complete 6 courses (18 credit hours). The estimated time needed to complete this certificate is 13 months.

Course Details

Course Listings

In this course, you’ll learn about risk analysis through the lens of threat and hazard identification and risk assessment. You’ll examine the relationships between assessment, planning, and training, as well as prepare risk-benefit analyses for K-12 safety, security, and emergency management. Further, you’ll evaluate physical risks and review the ways in which diverse settings can impact the realization of threats—all while exploring how diversity, equity, inclusion, and social justice relate to evolving threats. Finally, you’ll critique all-hazards emergency plans that consider diversity, equity, inclusion, and social justice in K-12 schools across diverse settings.

This course explores how communicating, collaborating, and planning of school safety, security, and emergency management come together and operate. You’ll determine ways in which Incident Command Systems can be modified and communicated for use in K-12 schools during crisis incidents. You’ll also examine ways for administrators to collaborate and communicate with community partners and first responders to help prepare for, manage, and recover from crisis events. Critical to this course is explaining the ways in which diversity, equity, inclusion, and social justice impact communication throughout a crisis incident. As a final exercise, you’ll construct an Incident Command System using everything you’ve learned and evaluated during the course.

This course takes a deep dive into the leadership paradigms in school safety, security, and emergency management for K-12 schools. As you develop leadership support strategies for staff and students and advocate for team approaches to crisis planning, you’ll also assess the current legal and political issues affecting school safety and security. You’ll also evaluate leadership responses to ethical issues and create risk assessment plans for evaluating physical risks within schools. Finally, you’ll determine emergency manager responsibilities in planning systems to prevent and mitigate crisis incidents in diverse K-12 settings.

A practitioner’s perspective on violence prevention and response in K-12 schools. This course examines violent acts, the impetus behind them, the responses to them, and behavioral assessment plans that can evaluate behavioral risks that may lead to them. Additionally, you’ll explore the roles of restorative justice systems, trauma-informed educational practices, and social-emotional learning in preventing school violence. As a final exercise, you’ll apply everything you’ve learned to create a violence response plan that considers diversity, equity, inclusion, and social justice within a diverse school setting.

This course focuses on the response to and recovery from school safety, security, or emergency management events at K-12 schools. You’ll assess the roles of administrators before, during, and after crisis incidents and evaluate school-family reunification plans. You’ll also learn to compose continuity-of-operations, and physical-recovery plans following a crisis incident, and recommend ways in which school administrators should consider diversity, equity, inclusion, and social justice when creating such procedures. Finally, you’ll exercise your learning by designing and developing your own academic and psychological recovery plans.

This course is the certificate capstone to your school safety, security, and emergency management studies. You’ll use the foundational principles and approaches to create a capstone project that reviews crisis response and recovery policies for K-12 schools across diverse settings. You’ll justify the use of threat and hazard identification and risk assessment (THIRA) prior to developing school emergency plans, and you’ll demonstrate your ability to create crisis communication and collaboration strategies. Finally, you’ll advocate for safety and security prevention strategies that consider diversity, equity, inclusion, and social justice when preparing emergency operations plans.

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Learning Outcomes

If you’ve earned your Master of Education degree, then our post-master’s certificate may move you past the head of the class. NU’s Post-Master’s Certificate in School Safety, Security, and Emergency Management is designed to help you focus and develop your skill sets and knowledge in a particular area of education beyond the master’s level, without the need for a doctoral commitment or dissertation. You’ll not only enhance your understanding of major theories and practices in your specialty, but you’ll be challenged to think critically about the topics covered with the goal of applying what you learn to your professional objectives—all while gaining a wealth of experience from your mentoring professors.

Why Choose National University

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We’re proud to be a Veteran-founded, San Diego-based nonprofit. Since 1971, our mission has been to provide accessible, achievable higher education to adult learners. Today, we educate students from across the U.S. and around the globe, with over 230,000 alumni worldwide.

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“National University has impacted my career. You can immediately apply what you learn in class to your business.”

-Francisco R., Class of 2016

Program Disclosure

Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.

NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.

All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.