Teen CERT Guide Launching and Maintaining the Training

March 2012 Page i 

Table of Contents 

Teen CERT: .................................................................................. 1

Introduction ................................................................................. 1

What is CERT? ............................................................................................................ 1

Purpose of Teen CERT ............................................................................................... 1

Purpose of Teen CERT: Launching and Maintaining the Training Guide .................... 2

Section One: Building Support .................................................. 3

Preparing for the Pitch ................................................................................................. 3

Talking to Administrators ............................................................................................. 4

Talking to Parents ........................................................................................................ 6

Acknowledging Potential Roadblocks .......................................................................... 7

Program Fatigue ...................................................................................................... 7

Liability ..................................................................................................................... 7

Section Two: Conducting the Training ..................................... 9

Scheduling ................................................................................................................... 9

Class Size .................................................................................................................. 10

Selecting Students ..................................................................................................... 10

Section Three: Maintaining the Training ................................. 13

Keeping Students Engaged ....................................................................................... 13

Integrating Teen CERT into the School Environment ................................................ 15

Maintaining a Connection with Community CERT ..................................................... 15

Partnering with Existing Programs ............................................................................. 16

Section Four: Training Resources .......................................... 17

Securing Funding....................................................................................................... 17

Grants .................................................................................................................... 17

Other Sources ........................................................................................................ 17

Selecting Instructors .................................................................................................. 18

Using Training Materials ............................................................................................ 19

Providing Equipment .................................................................................................. 19

Seeking Partnerships ................................................................................................. 19

Other Resources ....................................................................... 21
[This page intentionally left blank]
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 1 

Teen CERT: 

Launching and Maintaining the Training 

Introduction 

What is CERT? 

The Community Emergency Response Team (CERT) Program educates people about 

disaster preparedness for hazards that may impact their area. Community members 

are trained in basic disaster response skills such as fire safety, light search and rescue, 

team organization, incident command, and disaster medical operations. Using skills 

learned in classroom training and drills and exercises, CERT members can assist 

others after an event and before first responders can arrive on the scene. 

Across the country, local CERT programs provide training and support for teams in all 

sectors of the community—neighbors, employees, students in high schools and 

colleges, and many other groups. 

To learn more about what CERT members do, visit www.citizencorps.gov/cert. 

Purpose of Teen CERT 

The Teen CERT concept was created to address preparedness and response 

capabilities from within high schools. While many schools have taken measures to 

provide for site security analysis and equipment, more effort is needed to train staff and 

students in school security and emergency response procedures, and to involve youth 

in the country’s overall emergency preparedness and response plans. Teen CERT aims 

to train students in emergency preparedness and basic response to ensure that they 

have the skills needed to protect themselves, and assist others, in the event of an 

emergency. 
Teen CERT Guide Launching and Maintaining the Training

Page 2 March 2012 

Teen CERTs can support a school’s emergency operations plan and assist emergency 

services personnel, thus providing valuable surge capacity to local first responders 

when needed. In addition, students are likely to take home lessons learned in the 

classroom, spreading the preparedness message to their families. 

The teaching and the training of our youth will have a tremendous impact on how well 

we mitigate, prepare for, respond to, and recover from technical and natural disasters 

both today and in the years to come. 

Purpose of Teen CERT: Launching and Maintaining the Training

Guide 

This Guide is intended for use by any individual wanting to initiate Teen CERT training 

in his or her local high school, but will likely not be an instructor. You should use this 

Guide as a resource for promoting, establishing, and maintaining teen training. Material 

reflects the experiences of Teen CERT coordinators around the country and offers 

some smart practices for the training. The Guide is not an exhaustive list of ideas, but 

reasonably prepares you to bring CERT to your school. Use the Guide as a resource 

and as a starting point for developing your own ideas and smart practices. 

The Guide has four sections: 

 Building Support 

 Establishing the Training 

 Maintaining the Training 

 Training Resources 
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 3 

Section One: Building Support 

Successful promotion to interested stakeholders of the intent and goals of Teen CERT 

is vital to starting the training in your community. There are a number of hurdles to work 

through but it is possible. This section covers the key issues you must address as you 

establish the training. 

Preparing for the Pitch 

Once you have the idea to start Teen CERT training, you will want to prepare to pitch 

the idea to school administrators and officials. First, you should talk to your local CERT 

program if one exists. For anyone who wants to start Teen CERT training, this should 

be the first stop. The manager or coordinator of the local CERT program can help you 

prepare to talk to administrators and parents. He or she may also put you in touch with 

local emergency services officials who can become advocates for Teen CERT training. 

As important, initial contact with the local CERT program manager or coordinator can 

help ensure that the Teen CERT training will be regarded as an important adjunct to the 

CERT program. This connection can lead to joint activities such as drills and exercises, 

and other shared benefits. 

Next, you should look for potential partners to assist in starting the training. They may 

be able to provide resources or help with initial preparations. Some partners to consider 

are: counselors, school resource officers, local law enforcement or fire officials, and the 

PTA. Use their experience with school or community leaders to tailor your pitch and 

effectively address your audience. They can also help guide you in identifying the 

decision-makers who will need to support the proposal. Each high school and school 

district has formal and informal protocols for considering new initiatives. For example, 

the high school’s vice principal in charge of safety and security might be the most critical 

administrator to support your proposal. In other schools, the principal or the school 

board may be the decision-maker. 

In preparing to meet with the decision-makers, you may also learn about Teen CERT 

successes from “CERT in Action” stories or CERT Newsletters posted on the National 

CERT website (www.citizencorps.gov/cert). By researching and reaching out to others 

with similar goals, you can discover more smart practices and also show administrators 

your dedication to providing the best possible training to students. 

Once you have the support of the local CERT and any other resources, and you have 

set the meeting with administrators, do a little more homework. For instance, review the 

school’s emergency response plan. Show administrators the potential value in teens as 

responders by identifying gaps in the plan or places where students could assist in 

emergency response. Never assume the value of the training is understood — be 

explicit about its benefits. You may even want to research the status of Teen CERT at 

other schools, especially rival schools, to ignite the friendly competitive spirit of 

administrators and eventually students. Showing your knowledge of the school climate 

may further engage officials. 
Teen CERT Guide Launching and Maintaining the Training

Page 4 March 2012 

Teen CERT in Practice

The staff at Valley Mills ISD in Valley Mills, Texas felt compelled to begin Teen CERT 

training at the school due to the health and safety needs of the faculty, staff, and students. 

They saw a high level of need at the school due to those suffering from health issues like 

diabetes, asthma, seizures, and other physical injuries. CERT-trained students are aware of 

the different medical issues and are able to assist in the event of an emergency.

Talking to Administrators 

Begin by providing brief background information about the CERT program and the 

purpose of training teenagers. Explain that CERT is nationally recognized and 

supported by FEMA, and that it is in keeping with Department of Education goals for 

Crisis Training and Safe and Drug Free Schools. 

Next, provide general information on CERT training itself, the topics that are covered, 

and the amount of time needed to complete the CERT Basic Training course. 

Emphasize that FEMA has developed standard materials for the course, including an 

Instructor guide, Participant Manual and PowerPoint slides, and that local programs are 

encouraged to tailor the materials as needed to address local hazards. Explain that 

teens receive the same CERT basic training as adult volunteers, but with a few minor 

adjustments to make the delivery more suitable to their learning styles. 

 If there is a CERT program in the same jurisdiction as the school, explain the link 

between the CERT training for teens and the local CERT program. Teen CERT training 

should partner with, or be part of, the local CERT program, so you should explain this 

relationship and how the Teen CERT training gains from the experience and resources 

of the local program. If there is no local CERT program, then you may explain that the 

state has a program and offers some additional guidance. 

Next, explain the positive impact the training will have on the students and the school.

The training supports student awareness of what to do before, during and immediately 

after an emergency. Teen CERT provides skills and organization for students to safely 

provide assistance in the immediate aftermath of a disaster when professional response 

may be delayed or limited. In this capacity, students can help direct others during 

evacuation or shelter-in-place, and provide other assistance as needed. Team 

members can support the school’s overall emergency operations plan, and may also 

benefit the school year-round by assisting with emergency drills, addressing safety 

issues through peer mentoring, and by conducting emergency and fire safety education 

presentations. 

Also describe what is in it for the student. Students learn life skills, fulfill community 

service requirements, give back to the community, develop leadership skills, and help 

make their schools safer. 
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 5 

Lastly, explain the costs and emphasize that they are low. Instructional costs may be 

managed in conjunction with the local CERT program, or by developing a cadre of 

trained volunteer CERT instructors. Funds may be needed to cover the initial expense 

of training props and of equipment, and creative approaches will have to be developed 

for sustainability. There may also be additional costs if administrators decide to offer 

CPR, First Aid, and automatic external defibrillator (AED) certification classes in 

conjunction with CERT training. 

Regarding needed resources, Teen CERT training does not have to operate or exist on 

its own. In addition to the local CERT program, a number of other school and related 

groups can partner to leverage expertise and resources for Teen CERT. This can mean 

reaching out to student volunteer service programs, Health Occupation Students of 

America (HOSA), JROTC, or 4-H. Groups can work together and pool resources, which 

only increases their value to the school. 

In their initial consideration of Teen CERT training, administrators will have many 

questions. These are examples of some of the potential questions and answers you 

should be prepared for: 

 What is included in the Teen CERT curriculum? The curriculum consists of nine 

units; each unit has goals and learning objectives. The delivery of the training 

includes lecture, and demonstration and hands-on practice of specific skill sets. 

At the end of the course, students participate in a disaster drill to reinforce 

learning. Students also take pre- and post-examinations to evaluate learning.

 How long is the training? The curriculum takes approximately 20-30 hours to 

cover in its current form. However, an additional 8 hours will be required if the 

school will offer certification in CPR, First Aid, and AED. 

 What is the school’s liability? No matter what is done, the school is still liable. 

Many high schools regard and treat potential liability related to Teen CERT 

training as they handle it for other activities such as student football and other 

sports. Another consideration is whether the school can reduce their risk and 

liability by having qualified student responders who are trained in first aid and 

who know how to react in an emergency in their school? (See more on 

discussing liability in Acknowledging Potential Roadblocks below.) 

 Won’t CERT training expose students to additional risk during an incident? The 

intent is not to expose the students to additional risk. Rather, it is to provide the 

school with trained personnel who are able to render aid to victims during an 

event when professional responders may be delayed. This training is about 

learning to respond safely and responsibly. Volunteers are taught and constantly 

reminded that rescuer safety is paramount to being a CERT volunteer; they 

cannot help others if they endanger themselves. 

 Who will deliver the Teen CERT training? All lead instructors should be trained 

CERT instructors. Other staff to consider as trainers include school resource 
Teen CERT Guide Launching and Maintaining the Training

Page 6 March 2012 

officers; emergency management professionals; local fire, police, and emergency 

medical service (EMS) personnel; school nurses, health or physical education 

instructors, or school counselors; and other disaster relief personnel like adult 

CERT volunteers. 

 Don’t we need professional emergency responders to conduct the training? If 

the primary instructor is not a professional responder, the following can be 

supplemental instructors in selected units: an emergency manager for Unit 1; a 

firefighter for Units 2 and 5; an emergency medical services technician (EMT) for 

Units 3 and 4; a counselor for Unit 7; and a police officer for Unit 8. 

 What will trained students contribute to the school when the course is finished?

In addition to providing assistance as needed during actual emergencies, trained 

students may support other activities within the school. They may point out 

unsafe conditions, help in evacuations like fire drills, identify students who have 

become disenfranchised, or serve as role models who take on new leadership 

responsibilities within the school.

 Can students use this material for fulfilling community service credits for 

graduation? Yes, and it is encouraged. It is recommended that participants 

receive 20-30 community service hours toward graduation. 

 What kind of equipment would we need? Training props such as fire 

extinguishers are needed. These might be procured on loan from the local 

CERT program or local fire department. Team members need safety equipment 

(hard hat, work gloves, safety goggles, dust mask, safety vest, and medical 

gloves), First Aid kit, emergency blanket, flashlight (and batteries), and backpack. 

Talking to Parents 

Once administrators approve of presenting Teen CERT training, you should establish 

guidelines for students who would be eligible for the training. (See more on selection 

considerations in Selecting Students below.) However, the next step in building 

support for the training is outreach to parents. Plan on holding a Parents’ Night 

informational meeting to discuss the benefits of CERT training for teens and to solicit 

parents’ support. Plan the meeting collectively with instructors and administrators. You 

may also want to work with any parents’ groups or organizations. Solicit their ideas for 

how to best reach out to parents and organize the meeting. 

This meeting is your best opportunity to get parents involved and interested in the 

training. They may be interested in teaching, raising funds, or helping establish and 

maintain the training. More important, they may have the biggest role in getting their 

teenagers to participate in the training. 

Expect parents to be concerned about their children’s safety and what content they will 

be exposed to through the training topics and skills. Leaders should let parents know 
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 7 

that while the risk of injury resulting from this training is minimal, it does exist. Leaders 

should also stress to parents that the training will prepare teens to responsibly and 

safely respond in the event of an emergency. 

Consider the following when planning Parents’ Night:

 Send a letter of invitation prior to the meeting to explain the rational for the 

training. Include a summary of the course goals and objectives, and topics 

included in the curriculum. 

 At the meeting, review the content of the training. 

 Provide parents and students with a registration form and a permission/release 

form to confirm their participation. These forms may be turned in one or two 

days after the meeting to allow parent and student to discuss the commitment 

required for participation in the training. 

 All training materials and personal protective equipment that the students will 

receive should be displayed at the meeting. 

 Give parent the opportunity to ask questions and voice concerns. 

Acknowledging Potential Roadblocks 

Whether talking to administrators, parents, or local officials, be up front about some of 

the struggles to starting and maintaining Teen CERT training. Emphasize that there is 

effort involved but that the benefits will be worth it. There are two main roadblocks you 

will want to discuss: program fatigue and liability. 

Program Fatigue 

One of the most important issues that officials should recognize is program fatigue. This 

happens to many types of organizations and volunteer groups. Acknowledge that the 

training does not run itself and active engagement is necessary. This is not like a 

fundraiser or something you do just one time, it is for the duration. 

You should avoid talking about a “great new program.” Instead focus on framing it as a 

terrific new resource. Emphasize this with everyone you end up talking to—principal, 

superintendent, emergency services officials, elected officials, and parents. 

While Teen CERT takes resources, it will also create new resource for safety in the 

schools. 

Liability 

This issue needs to be openly discussed and examined from the beginning. Do not 

intensify or diminish the issue, but acknowledge its existence and emphasize the 

greater benefits. Emphasize that CERT training is as much about keeping the 
Teen CERT Guide Launching and Maintaining the Training

Page 8 March 2012 

responder safe as it is anything else. Students hear repeatedly that, “You are the most 

important person to keep safe.” Students will be learning some interesting skills, 

creating additional liability exposure in the process, but the skills they learn will help 

them keep themselves safe. 

Note that the school’s legal advisor would likely draw up a liability waiver for CERT 

participants. This should not deter parents from allowing their children to participate, 

especially when parents understand the CERT member safety is a significant theme 

that is reinforced throughout all of the training. 

CERT is no more dangerous than the athletics many teenagers participate in and, in 

this case, they will be learning life-long preparedness skills. As a coach in Mississippi 

explained it, “There is less liability in CERT than in someone playing football.”

 

Teen CERT in Practice

The following quotes from students at Valley Mills ISD show that while there is liability in 

Teen CERT, there are also many benefits.

“Being a CERT member has affected my life by helping me be more aware of what I can do 

during a dangerous situation.” -Christian A.

“Without all the training I have obtained, I would not be able to help others the way I am 

now. I feel safer knowing there are students who can handle emergencies.” -Rebecca L.

“If there are ever any situations where I am not quite sure what to do, I will do the best I can, 

based on my training. Then, I will ask for more training later. But my training has taught me 

how to stay calm and how to handle many different types of situations.” -Krystal L.
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 9 

Section Two: Conducting the Training 

Once you have official approval and the necessary support personnel in place, it is time 

to get the training started. This section covers the key aspects of establishing the 

training and presenting it to the students. 

Scheduling 

All schools have structured curriculum and availability times. It is a shared task among 

CERT advocates, school representatives, and any other necessary personnel to find the 

schedule to make the training work. The class should be scheduled so as to maximize 

the availability to students and instructors. Often, a schedule that works well for a school 

is a schedule that works well for teens. Work with school administrators to determine 

how to best offer the class, how often to offer it, and how to prevent it from interfering 

with academic subjects. 

A few potential schedules that have worked for other Teen CERT trainings include the 

following: 

 If the school is on a block schedule, the class can be held during the Student 

Resource Time (SRT). 

 

 If the school is on a traditional schedule, with administrative approval, it may be 

possible to integrate the course into the current curriculum (e.g., using health or 

physical education classes). 

 

 Holding the course outside of school hours is also an option. For students not 

involved in other activities, it can be held after school. 

 

 Offering the course during the summer helps those without other structured 

summer activities. This can also help provide role modeling and professional 

interaction for youth. 

No matter what schedule you choose, be sure to remain flexible and open to 

unforeseen circumstances that can arise at schools. This means including one or two 

make-up days in the schedule. Regardless of interruptions or circumstances, students 

must complete all units to be eligible for Teen CERT. 
Teen CERT Guide Launching and Maintaining the Training

Page 10 March 2012 

Teen CERT in Practice

Teen CERT training has been successfully presented through three different schedules at high 

schools in Costa Mesa, California.

1. Taught to students after school hours and on Saturdays.

2. Spread out over 20 days and taught at the end of another safety course during the 

school day.

3. Presented as a Teen CERT camp, held for 1 week from 9 a.m. to 1 p.m. This training 

also included a CPR and First Aid course. After the Thursday session, students 

returned and spent the night in a mock shelter. They cooked for themselves, with the 

assistance of adult CERT members, and completed exercises and puzzles.

Class Size 

Determining optimum class size includes many considerations: 

 Classroom size (including enough floor space to accommodate hands-on skill 

practice in the classroom) 

 Availability of assistant instructors 

 Availability of training equipment and supplies (e.g., First aid supplies, manikins) 

 Addition of supplemental training such as CPR, AED, First Aid (class size of 20 

students recommended for these topics) 

Remember that successful CERT training includes team-building, hands-on practice 

and effective coaching. Groups that are too large can make it difficult to conduct these 

aspects of the training successfully. 

Selecting Students 

There is no one right way to select students and ultimately the decision should be made 

by the school representative. However, the goal should be to include a variety of 

students from different student circles and organizations. Teen CERT works best when 

a diverse population participates in the training. Before selecting students to participate, 

administrators must decide how the training will be delivered. This could mean that: 

 All students in the school are required to participate. 

 All students are offered the chance to participate. 

 A select group of students participate. 

 Or some other option as determined by the school. 
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 11 

Ultimately room and resource requirements and availability should be taken into 

account when determining the number of students that will participate. If students are to 

receive additional training and certification in CPR, AED, and First Aid, a class size of 

20 is recommended. When additional training is not being offered, larger groups may 

work. However, small classes are ideal for team building, coaching, and empowerment. 

If the training is not open to all students, there should be some criteria to select 

students. You may want to consider some or all of the following when selecting 

students: 

 Academic eligibility. Choose students in good academic standing. Those with 

academic difficulties should not be selected so they can focus on academics in 

their free time. (Future membership may be used as an incentive to getting 

students to improve their grades.) 

 Career goals. Integrate Teen CERT into the curriculum for vocational education 

students. Training could become a mini-component of an existing curriculum or a 

special topic area for students interested in related career fields. 

 Availability. Examine potential members’ schedules to ensure there will not be 

conflicts with sports or other activities they are committed to. 

 Leadership skills. Bring in students with strong leadership skills that are admired 

in the school to help the training thrive. Teens are going to sell the idea to other 

teens, so anticipate that students with strong leadership skills will enhance the 

success of the training. Reach out to teens with a strong presence in the school 

who are also interested in Teen CERT and use their outreach skills. 

 Diversity and social circles. Draw students from different social circles to ensure 

that a wide swath of the school population is represented. 

 

 Vulnerability to being “at risk.” CERTs are about teamwork. Involve at-risk 

students, who might not usually participate in traditional school activities, as a 

good way to foster their connection with the school and classmates. 

 Special needs students. Encourage participation by special needs students. As 

for all Teen CERT participants, the training can increase self-awareness and selfconfidence as they gain lifelong skills in self-protection. 

 Grade level. Include a mixture of sophomores, juniors, and seniors to ensure that 

Teen CERT continues after one class leaves. (First-year students are typically 
Teen CERT Guide Launching and Maintaining the Training

Page 12 March 2012 

dealing with a range of adjustments to high school which may make them less 

able to maintain a commitment to CERT.)

 Legal issues. Some schools will not let students with any arrests or past 

problems with drugs or alcohol participate. Setting a clear behavioral standard 

will encourage teens to make responsible decisions and provide an incentive for 

doing so. 

 Other groups. Look to any pre-existing networks within the school for potential 

volunteers, groups like Girl Scouts, HOSA, JROTC, 4-H, and service or other 

clubs. 
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 13 

Section Three: Maintaining the Training 

Establishing and presenting the training is only the start. Once participants have 

completed CERT Basic Training, it is important to keep them involved in the group and 

practiced in their skills. This section covers ideas for keeping your training going. 

Keeping Students Engaged 

It is important to provide activities and opportunities to keep members interested; they 

need to sense that they are part of a team and that they have a role in their community. 

Focus on activities that will test and refresh students’ skills and keep them active in the 

school and community. A few ideas for engaging volunteers are to: 

 Hold drills and exercises in school. Drills and exercises improve individual skills 

of volunteers; help enhance team capabilities; and keep everyone charged and 

interested in the training. Tailor exercises specially for the teens using relevant 

settings and scenarios. And as a bonus, any events become marketing tools to 

draw in other students. Remember to invite local media to any exercises that will 

offer good photo opportunities. Remember also to coordinate with the CERT 

program in your community if one exists to be sure that Teen CERT members 

can participate in drills and exercises that the program sponsors. 

 Offer other training. While drills and exercises will help maintain and expand 

individual and team skills, offer periodic refresher sessions to reinforce basic 

training skills. Supplemental training is also available from a number of sources: 

- Visit the national CERT website at www.citizencorps.gov/cert for more 

information and training materials for CERT supplemental modules. 

- FEMA also has independent study courses which teens can take, such as 

IS-100 on ICS at http://training.fema.gov/IS/crslist.asp. 

Teen CERT in Practice

Each year the Harris County (Texas) Department of Education’s Center for Safe and Secure 

Schools coordinates a final exam drill for Teen CERT volunteers from local high schools. In 

2011, students from 17 school districts participated in the drill. During the exercise volunteers 

extinguished fires, triaged accident victims, performed search-and-rescue tactics, and 

practiced disaster relief.
Teen CERT Guide Launching and Maintaining the Training

Page 14 March 2012 

- If possible, provide supplemental training such as CPR and/or AED 

courses.

- The National Weather Service offers the SKYWARN program to train 

students as severe weather spotters.

- Your local EMA may also offer supplemental training that students could 

benefit from. 

 Partner with fire department or law enforcement. Professionals can facilitate in 

any drills or exercises you hold. They may also be able to use the CERT-trained 

teens as actors in drills and exercises for their own professional personnel. 

Exposing teens to professional responders shows them both the importance of 

what they are learning and some potential career paths. 

 Watch for state or regional events for Teen CERT participants. Events may 

include Teen CERT camps or rodeos. You can find out about any events by 

talking to state CERT contacts or local EMA officials. 

 Look for ways to be involved in the community. Give volunteers opportunities to 

showcase their skills and knowledge while performing community service. 

Examples of events they could staff include fairs, carnivals, and information 

booths at public safety events, or assisting in public safety initiatives sponsored 

by police or fire departments. Partner with your local CERT program if there is 

one to include teen members with adult CERT members in community service 

activities. The county EMA is another good resource to see where volunteers 

can be used in the community or in other schools. 

 Communicate regularly with team members. Work with your volunteers to 

determine the best way to reach them for both formal activations and informal 

events. Consider use of social media tools such as Facebook, Twitter, etc., as 

well as meetings to prepare for an exercise or other event. Also encourage 

Teen CERT in Practice

With the assistance of a grant from the Texas Department of Health Services, Teen CERT 

volunteers at Valley Mills ISD organized an “All About You” health fair. The grant money 

is primarily used to give flu shots to students, faculty, parents, and community members. 

The fair also features booths with a variety of health and safety presenters. Teen CERT 

members help set up and then wear their vests and hard hats at the fair as they greet

attendees and assist presenters.
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 15 

communication amongst team members so they may share resources and 

activity ideas. 

Integrating Teen CERT into the School Environment 

By making Teen CERT an integral aspect of the school, you increase its likelihood of 

surviving and thriving. 

One of the most effective ways of ensuring that your Teen CERT endures is to 

incorporate the CERT into the school’s disaster response plan and/or emergency 

operations plan. By doing this students can be trained to address specific needs within 

the school and become a vital resource. Students may assist in safety drills, identify 

hazards, or have specific duties for planned events and unexpected events. 

Instructors need to work with the school’s administration as well as the local EMA to 

establish Teen CERT in these areas. The coordinator/manager of the local CERT 

program, if there is one, could also be a helpful advisor. Not all schools will want to 

incorporate CERT into response plans, but it is a good way to ensure longevity of the 

training. 

You can also provide an incentive for students to join CERT and garner more interest by 

giving credit for participation. The most common way CERT is showing up at schools is 

as an extracurricular activity. But schools should also explore using the training to fill a 

graduation or community service requirement. 

Finally, consider other ways to maintain and enhance the visibility of CERT in the high 

school. Be sure that exercises are announced to the student body, and invite CERT 

members to write articles for the school newspaper. Consider ways to highlight 

program events such as graduation from the Basic Training. Graduation ceremonies 

are an excellent way to recognize student accomplishments in Teen CERT and are also 

an opportunity to have leadership focus on the benefits of the training. Organize a 

graduation event to properly acknowledge the students, and consider inviting parents, 

members of the school administration, and representatives of local media. If possible, 

have an official from your local fire department or EMA participate to congratulate the 

students and recognize the importance of their training. 

Maintaining a Connection with Community CERT 

Just as you turned to your community CERT program to help pitch the training, you can 

also turn to them for help in maintaining the training. Work with the existing program to 

share resources. Teen CERT members may engage in exercises and drills that are put 

on for adult members. This gives teens a chance to interact with more experienced 

volunteers and to see what opportunities CERT offers. 

CERT-trained teens also should be cross-listed as members of their school CERT and 

their neighborhood CERT. This will provide maximum opportunity for activation and 

participation in any event. 
Teen CERT Guide Launching and Maintaining the Training

Page 16 March 2012 

Once teen volunteers graduate, they should be advised on joining the community CERT 

program. Give graduates a link to the CERT registry on the national website so they can 

find a local CERT program wherever they are going. 

There are no examples of teen training that have lasted without another CERT program 

in the community. However, this should not be a deterrent. There are many instances 

where the introduction of teen training led to the creation of a local communitywide 

CERT program and they were able to help sustain each other. If you do not have a local 

CERT program, consider starting one or involving any passionate administrators or 

parents you encounter in starting one. 

Partnering with Existing Programs 

New training initiatives tend to have greater success if they can partner with the 

resources of an existing program or group. Look to any pre-existing networks within the 

school, such as Girl Scouts, HOSA, JROTC, 4-H, or other clubs. Following the model of 

well-established groups will provide insight as to how to present training, maintain 

membership, and best impact the school or community. Existing groups can also benefit 

from assisting your new initiative as you may expand their member base, reinvigorate 

their interest, and shoulder some of the resources burden. 

Teen CERT in Practice

At Duncan Polytechnical High School in Fresno, California, volunteers came to Teen CERT 

training through a partnership with the Fresno County Office of Education (FCOE) Regional 

Occupational Program Health Careers course. The topics and skills in the CERT training 

coordinated well with the educational and professional goals of the health occupations 

students. Students are preparing for rigorous careers in the medical fields.
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 17 

Section Four: Training Resources 

From money to instructors to supplies, there are a number of resources you will need in 

order to sustain Teen CERT training. These resources are just as important as the 

support of the school and the interest of the volunteers. This section covers advice on 

some necessary resources to consider. 

Securing Funding 

Federal and state funding for emergency preparedness programs is not unlimited. 

Therefore, Teen CERT will have to come up with interesting and creative ways to 

support and fund the training. This may include seeking funds through grants or other 

sources. 

Grants 

Seek grant funding from various local, state, and national programs. Remember, 

though, that grant funding is temporary. Even if you get a grant to get started, you will 

have to find a permanent source of funding for maintenance. Grant writing is a particular 

skill so take a course to learn how to do it correctly or find a resource in the community 

to help you, e.g., not-for-profit organization, community college. 

Only governmental agencies may receive the Department of Homeland Security funding 

that supports CERT. This is why it is important to work with your local EMA. Most of this 

funding comes through the states or, in some metropolitan areas, through the Urban 

Area Security Initiative (UASI) region. For more information, contact your state Office of 

Emergency Management/Homeland Security, or visit: 

http://www.fema.gov/government/grant/index.shtm. 

Some corporations also offer grants for specific causes, including emergency 

preparedness. 

Other Sources 

Other Teen CERTs have been able to secure funding in other ways, including hosting 

fund-raisers, charging a fee for the training, soliciting in-kind contributions (e.g., donated 

printing of training materials, loaned fire extinguishers for Unit 2 of the Basic Training) 

and establishing a not-for-profit organization. 

Another option is soliciting local businesses for corporate sponsorship. Donations from 

outside donors may be tax exempt if the CERT or the school has a Federal tax ID 

number. 

While not a direct route to funding, keeping the community aware of what Teen CERT 

accomplishes can bring in support. Remember to invite news media to visit when 

conducting drills or practices to give the community a chance to see the value of the 
Teen CERT Guide Launching and Maintaining the Training

Page 18 March 2012 

training. Keep the city council or school board updated on how the training is benefiting 

the school; they may be more inclined to assist with funding if they see the worth. 

Teen CERT in Practice

Each year Saline High School in Saline, Kansas, holds a school-wide awards night. Teen 

CERT coordinators choose this time to thank their sponsors by recognizing them at the 

ceremony and presenting them with a framed certificate of appreciation.

Selecting Instructors 

A great resource in all aspects of the training will be your instructors. By choosing 

instructors with a breadth of experience and good instructional skills, you can tap into 

what they know for their expertise and ideas. 

The CERT Basic Training Instructor Guide recommends that all CERT instructors 

should have completed the CERT Basic Training course and the CERT Train-theTrainer course, and also have significant training experience. In addition to these 

qualifications, an ideal instructor would be one that: 

 Works well with other people 

 Has honesty, integrity, and reliability 

 Has passion, enthusiasm, and good communication skills 

 Is open-minded and flexible 

 Looks and acts professional 

 Has the ability to address large groups 

 Has some background in teaching teenagers 

 Has real-life experience as a first responder or a background in one of the 

disciplines of emergency management 

 Knows the curriculum and is able to deliver it following proper protocols 

 Is creative and can adapt their training style to the audience 

 Uses real-life stories so participants can better understand a concept 

 Is respected in the community 
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 19 

 Is a team player 

 Maintains a high level of communication with volunteers and is able to make the 

training feel relevant to them 

Using Training Materials 

Teen CERT training uses the same materials as standard CERT training. The materials 

— Instructor Guide, Participant Manual, and PowerPoint slides — are all available on 

the national CERT website. 

Materials will need to be customized by instructors, however, to include local hazards, 

disasters, and sites. Photos of the school and community will make the training more 

relevant to the students. 

There is a list of needed training props and other supplies in the instructor notes at the 

beginning of each unit in the Instructor Guide for the CERT Basic Training. Props for 

training may be acquired by talking with local fire and police departments. This is also 

another important opportunity for you to work with your community CERT program to 

use their existing props or to procure together any that are needed. 

Providing Equipment 

As you put together resources for your training keep in mind that there are certain 

pieces of equipment that are must-haves for teen volunteers, including kits, safety 

helmets, and safety vests. Photo ID badges would also be good to offer teen volunteers, 

but are not mandatory. 

Seeking Partnerships 

It would be incredibly difficult, maybe even impossible, to successfully begin and 

maintain Teen CERT training without the support of others. Seeking partnerships from a 

variety of arenas will support you in your endeavors and can be a critical resource. 

Potential partners have been noted throughout this Guide. In summary, a few ideas for 

partnerships include: 

 Develop a partnership or be part of your community’s existing CERT program 

and use their expertise and other resources. 

Teen CERT in Practice

Saline High School created a “response barrel” for Teen CERT volunteers. The 33-gallon 

trash can on wheels contains several backpacks full of standard gear plus more specialized 

response gear like pry bars, etc.
Teen CERT Guide Launching and Maintaining the Training

Page 20 March 2012 

 

 Develop a partnership with local emergency services agencies, notably fire and 

police, in order to get instructors and possibly other resources. 

 Work with other teen organizations with a base within the school (e.g., Girl 

Scouts, HOSA, JROTC, 4-H, or other clubs) to determine how their goals might 

overlap with yours and how to secure mutual benefits. 

 Use your county EMA to learn more about and access DHS grants. 
Teen CERT Guide Launching and Maintaining the Training

March 2012 Page 21 

Other Resources 

The following are websites that may provide resources for Teen CERT training: 

 National CERT Website, including Teen CERT webpage 

http://www.citizencorps.gov/cert/

 FEMA Independent Study Courses 

http://training.fema.gov/IS/crslist.asp

 Red Cross Courses 

http://www.redcross.org/en/takeaclass

 DHS and FEMA Grants Information 

http://www.fema.gov/government/grant/index.shtm

 National Weather Service SKYWARN Program 

http://www.weather.gov/skywarn/