The United States Army consulted on a 3D simulator intended to rehearse responses during school shooting scenarios. The project drew attention for its portrayal of a dangerous situation in which a lone shooter threatens students and staff, a scenario that has sparked intense debate among educators, security professionals, and policymakers.
The program, named Advanced Dynamic Geosocial Environment (EDGE), was originally designed to help fire and police departments refine their tactics when responding to active shooter events inside schools. Its immersive environment allowed trainees to visualize how an incident might unfold and to practice coordinated actions under pressure.
In 2018, developers shifted the program’s focus to include teachers as participants, enabling them to simulate decision-making and response actions in the event of an attack within a school setting. The aim was to illuminate practical options and potential strategies that educators could consider in real time during an emergency.
However, footage from the simulation presented the perspective of a shooter, showing the character reloading and engaging targets. The depiction included panicked teachers and students attempting to escape, with ambient sounds that reproduced the chaos and distress of an active threat, such as cries and the din of gunfire.
According to Tamara Griffith, EDGE’s lead developer, the simulator was delivered to educational institutions with the goal of helping teachers understand what actions might be available and which approaches could be effective in protecting students and themselves during a crisis.
Within the simulation, teachers could utilize various tools that a school might reasonably deploy in an emergency, including automated door locks and intercom systems, to manage access, control movement, and facilitate communication with responders and students alike.
Statistical data from recent years underscored the severity of school-based violence in the United States. Records indicate hundreds of mass casualty events and tens of thousands of fatalities across the nation, highlighting the ongoing demand for improved safety protocols, training, and preparedness measures in schools.
Statements from officials in other jurisdictions highlighted concerns about online communities and the spread of extremist ideologies associated with notable terrorist incidents. Analysts and law enforcement leaders have emphasized the importance of monitoring and countering propaganda online, recognizing that such activity can influence real-world violence and complicate prevention efforts.
Legal authorities in some regions have begun to formalize responses to extremist content and recruitment efforts. Legislation and court actions aim to curb the spread of dangerous propaganda while protecting free expression and ensuring that security measures are balanced with civil liberties. In certain cases, the designation of specific groups or movements as terrorist or extremist organizations has shaped enforcement priorities and public policy discussions.
Across these debates, educators, policymakers, and security professionals continue to seek practical, evidence-based approaches to reduce risk in school environments. The continued evolution of training tools, from simulations to tabletop exercises, reflects a broader commitment to preparing communities for potential threats while maintaining a safe and respectful learning climate. Researchers emphasize the need for ongoing evaluation of training outcomes, including how participants translate simulated insights into real-world actions that safeguard students, teachers, and staff.
As discussions progress, stakeholders advocate for clear guidelines about how simulations are used, what they reveal about prevention and response, and how to incorporate up-to-date best practices into school safety programs. The overarching goal remains straightforward: to empower school communities with information, tactics, and resilience strategies that can minimize harm and support swift, coordinated actions when seconds count. Through careful design, transparent evaluation, and collaboration among educators, first responders, and policymakers, training tools can contribute to safer learning environments without compromising ethical and legal standards.