Transaction Search Form: please type in any of the fields below.
Date: November 22, 2024 Fri
Time: 12:23 pm
Time: 12:23 pm
Results for school shootings
16 results foundAuthor: Green, Anthony Title: Auditing the Cost of the Virginia Tech Massacre: How Much We Pay When Killers Kill Summary: Five years ago, on April 16, 2007, an English major at Virginia Tech University named Seung-Hui Cho gunned down and killed 32 people, wounded another 17, and then committed suicide as the police closed in on him on that cold, bloody Monday. Since then, 12 more spree killings have claimed the lives of another 90 random victims and wounded another 92 people who were in the wrong place at the wrong time when deranged and well-armed killers suddenly burst upon their daily lives. This carnage includes the very recent killing by Ohio high school student T.J. Lane of three of his fellow students with a gun he took out of his grandfather’s barn, which also wounded two others. Lane’s revolver held 10 bullets, and he fired all 10. As we went to press, still another spree killing took place on a university campus where at least seven were killed and three wounded. This most recent spree killing— the 13th, including Cho’s rampage at Virginia Tech five years ago—occurred at a small religious college near Oakland, California, called Oikos University. What links these tragedies? It’s simple: histories indicating dangerousness combined with the lack of adequate gun control. Cho had a history of mental illness but was able to bypass the national gun purchase background check system and buy two weapons to accomplish his meticulously planned spree killing. He also bought a number of high-capacity magazines, which supersized his weapons. Well-armed, he was able to commit his carnage in no more than 15 minutes, pausing in between his two attacks. The human toll of this, the worst spree killing in recent American history, is incalculable, but there are financial costs that can be calculated. In March 2012 a state court jury in Montgomery County, Virginia, found that Virginia Tech was negligent and awarded $4 million each to two families of victims. The lawsuit was based on the families’ allegations that the lives of the students could have been saved if the university warned the campus community more quickly after the first of the two killings, which took place on the same morning. The damage award may be reduced to $100,000 for each family due to the state’s cap on damages. But as we go to press, the issue of the damages is being argued by the parties before the trial court judge. Further, whether the university appeals the verdict is still an open question. In a completely different legal action, the U.S. Department of Education fined the university $55,000 under the Clery Act, which requires universities to give notice of dangers affecting students. The university appealed, the U.S. Department of Education rejected the appeal, and subsequently a federal administrative court judge in April 2012 ruled in favor of Virginia Tech. These possible courtroom costs, however, pale in comparison to the cost of negligence due to the failure of ambiguous gun control laws alongside the lack of any genuine effort by federal or state officials to clarify the laws so that state police and courts can enforce them to the fullest extent of the law. This lack of enforcement of poorly written laws enables mentally ill people to pass background checks and purchase guns legally even if they have a history indicating dangerousness, including those found by courts to be mentally ill or subject to orders of confinement to a mental health facility. This breakdown in our legal system results in the inestimable loss of life and its horror and consequence. Sadly, we can calculate this cost another way. Another outcome of the lack of gun control is the taxpayer’s bill for a spree killing. In this report we share the findings of our survey of the monetary costs incurred as a result of this murderous rampage at Virginia Tech five years ago. This paper assesses this cost at $48.2 million for the taxpayers of the United States and the commonwealth of Virginia, and for Virginia Tech, a public university. This report also demonstrates how the background-check system, still rife with loopholes, failed to protect American citizens from an armed and dangerous Seung-Hui Cho, costing innocent lives—many of them young ones. The loss of one innocent life to a mentally disturbed shooter should be reason enough to close the gaping holes in the system that permit gun purchases and access to high-capacity magazines that can cause such mayhem. The Virginia Tech tragedy drives this point home in the most dramatic of ways because of the sheer number of deaths and extraordinary financial costs. For this reason, we recommend several commonsense measures designed to curb gun violence without taking a single gun away from the great majority of Americans who have the right to own a weapon. These measures are detailed in main pages of our report, but briefly we recommend: Completing state compliance with requirements to post appropriate mental health records in the National Instant Criminal Background Check System; Establishing clear reporting guidelines for when and how mental health records are required to be posted in the National Instant Criminal Background Check System so that states can be held accountable for compliance; Requiring a full background check in all gun transactions, including private sales at gun shows and those online, so that dangerous people cannot purchase guns legally in these nontraditional venues; Fully funding state technology efforts to comply with the federal background check system requirements; Requiring states to comply fully with the protocols of the National Instant Criminal Background Check System or taking away their federal funding if they do not; and Mandating federal compliance with a proposed presidential executive order directing all agencies to submit records to this instant background check system and certifying that they have done so twice yearly to the U.S. attorney general. In addition we offer two other recommendations for Congress to enact arising from the lessons of Virginia Tech: Outlawing high-capacity bullet magazines; and Requiring campuses to establish a threat assessment process. Taking these commonsense steps would go a long way toward ending the spree killing rampages that continue to haunt our nation. Details: Washington, DC: Center for American Progress, 2012. 56p. Source: Internet Resource: Accessed April 15, 2012 at http://www.americanprogress.org/issues/2012/04/pdf/vt_gun_control.pdf Year: 2012 Country: United States URL: http://www.americanprogress.org/issues/2012/04/pdf/vt_gun_control.pdf Shelf Number: 124968 Keywords: Background ChecksCampus CrimeCosts of Criminal JusticeGun ViolenceGun-Related ViolenceMass ShootingsSchool ShootingsViolent Crime |
Author: Welch, Edward Title: Preventing School Shootings: A Public Health approach to Gun Violence Summary: Gun violence in America must be addressed at the highest levels of society. Newtown, Aurora, and Virginia Tech were attacks on the very fabric of America. School shootings represent attacks on our nations' future. A public health approach to gun violence focuses on prevention. Public safety professionals, educators and community leaders are squandering opportunities to prevent horrific acts of extreme violence. Preparedness is derived by planning, which is critical to mobilizing resources when needed. Rational public policy can work. Sensible gun legislation, which is accessible through a public health approach to gun violence, neither marginalizes nor stigmatizes any one group. University administrators must fully engage the entire arsenal of resources available to confront this pernicious threat. The academic community can create powerful networks for research, collaboration and information sharing. These collective learning environments are investments in the knowledge economy. In order for the police to remain relevant, they must actively engage the community they serve by developing the operational art necessary to cultivate knowledge, relationships and expertise. Police departments must emphasize strategies that improve performance. Police officers must understand the mission and meaning of "To Protect and Serve" and the consequences of public safety, which often comes at their personal peril. Gun violence in America is a public health epidemic and preventing it requires a collective responsibility Details: Monterey, CA: Naval Postgraduate School, 2013. 171p. Source: Internet Resource: Thesis: Accessed October 28, 2013 at: Year: 2013 Country: United States URL: http://www.hsdl.org/?view&did=736339 Shelf Number: 131398 Keywords: Colleges and UniversitiesGun ControlGun ViolenceSchool CrimeSchool SafetySchool ShootingsSchool Violence |
Author: Connecticut. Office of the Child Advocate Title: Shooting at Sandy Hook Elementary School Summary: On Friday, December 14, 2012, our state and nation were stunned by the overwhelming tragedy at Sandy Hook Elementary School where twenty children and six educators were shot in their school. AL, who had already shot his mother in their home, also shot himself. In the immediate aftermath of this terrible event, state and federal law enforcement agencies began investigating the circumstances leading up to the shooting. On January 30, 2013, the State Child Fatality Review Panel (CFRP)--charged with reviewing the sudden and unexpected death of children-directed the state Office of the Child Advocate (OCA) to investigate the circumstances leading to the death of the children at Sandy Hook, with a focus on any public health recommendations that may emanate from a review of the shooter's personal history. The Office of the Child Advocate, with the assistance of co-authors and consultants, reviewed numerous subjects pertinent to the charge from the CFRP, including: - The mental health, developmental and social history of AL from his birth to the days before the shootings at Sandy Hook Elementary School. - The educational record of AL, including documentation of needs and services provided. - The medical history of AL from childhood to adulthood. - Relevant laws regarding special education and confidentiality of records and how these laws implicate professional obligations and practices. OCA began a comprehensive collection and review of records related to the life of AL-including his medical, mental health and education records, as well as un-redacted state police and law enforcement records. OCA reviewed thousands of pages of documents, consulted with law enforcement and members of the Child Fatality Review Panel, conducted interviews, and incorporated extensive research to develop the report's findings and recommendations. Details: Hartford, CT: Office of the Child Advocate, 2014. 114p. Source: Internet Resource: Accessed December 8, 2014 at: http://www.ct.gov/oca/lib/oca/sandyhook11212014.pdf Year: 2014 Country: United States URL: http://www.ct.gov/oca/lib/oca/sandyhook11212014.pdf Shelf Number: 134281 Keywords: Gun Violence Mass Homicides (Connecticut)Mass MurdersSchool CrimeSchool SafetySchool ShootingsSchool Violence |
Author: Towers, Sherry Title: Contagion in Mass Killings and School Shootings Summary: Abstract Background Several past studies have found that media reports of suicides and homicides appear to subsequently increase the incidence of similar events in the community, apparently due to the coverage planting the seeds of ideation in at-risk individuals to commit similar acts. Methods Here we explore whether or not contagion is evident in more high-profile incidents, such as school shootings and mass killings (incidents with four or more people killed). We fit a contagion model to recent data sets related to such incidents in the US, with terms that take into account the fact that a school shooting or mass murder may temporarily increase the probability of a similar event in the immediate future, by assuming an exponential decay in contagiousness after an event. Conclusions We find significant evidence that mass killings involving firearms are incented by similar events in the immediate past. On average, this temporary increase in probability lasts 13 days, and each incident incites at least 0.30 new incidents ( p = 0.0015). We also find significant evidence of contagion in school shootings, for which an incident is contagious for an average of 13 days, and incites an average of at least 0.22 new incidents ( p = 0.0001). All p -values are assessed based on a likelihood ratio test comparing the likelihood of a contagion model to that of a null model with no contagion. On average, mass killings involving firearms occur approximately every two weeks in the US, while school shootings occur on average monthly. We find that state prevalence of firearm ownership is significantly associated with the state incidence of mass killings with firearms, school shootings, and mass shootings. Details: PLoS ONE 10 (7): e0117259. doi:10.1371/journal.pone.0117259. 12p. Source: Internet Resource: Accessed August 1, 2016 at: http://journals.plos.org/plosone/article/asset?id=10.1371%2Fjournal.pone.0117259.PDF Year: 2015 Country: United States URL: http://journals.plos.org/plosone/article/asset?id=10.1371%2Fjournal.pone.0117259.PDF Shelf Number: 139930 Keywords: ContagionCopycat EffectGun-Related ViolenceMass HomicidesSchool ShootingsSchool Violence |
Author: Kelly, Brian P. Title: K-12 and the Active Shooter: Principals' Perceptions of Armed Personnel in New Jersey District Factor Group GH Public Schools Summary: The purpose of this study was to explore the predicament school principals face when formulating the best methodology to provide a safe environment for their students and faculty, while simultaneously creating an atmosphere that is conducive to education. This multiple-case study is a replication of a dissertation published in 2014 which explored a unique phenomenon containing multiple variables within an urban public school district. Conversely, this research study examined suburban public school districts within communities that possessed a median household salary ranging between $86,000 and $105,000, where the socioeconomic status of these schools is identified and delineated by New Jersey District Factor Group GH, as designated by the New Jersey Department of Education. Twenty-one school principals were interviewed to collect evidence of their perceptions in relation to utilizing armed personnel in their schools. The literature on school shootings and armed personnel in schools was thoroughly reviewed. This literature consisted of peer-reviewed articles and federal and state laws, as well as books and ancillary studies and articles depicting the contemporary climate of school shootings in our nation. Through the face-to-face interviews I conducted with the school principals, this research study examined the perceptions of the principals as they related to school safety, armed personnel, policies and procedures, mental health, and communications safety, armed personnel, policies and procedures, mental health, and communications among all stakeholders within the scope of their employment as administrators. The results of this study provided valuable information, which I was able to vividly articulate into recommendations for future research, policy, and practice. Details: South Orange, NJ: Seton Hall University, 2016. 203p. Source: Internet Resource: Accessed August 21, 2017 at: https://search.proquest.com/docview/1820870493/fulltextPDF/6A02C956DAB84BF7PQ/1?accountid=13626 Year: 2016 Country: United States URL: https://search.proquest.com/docview/1820870493/fulltextPDF/6A02C956DAB84BF7PQ/1?accountid=13626 Shelf Number: 146802 Keywords: School AdministrationSchool SafetySchool ShootingsSchool Violence |
Author: Goodrum, Sarah Title: Report on the Arapahoe High School Shooting: Lessons Learned on Information Sharing, Threat Assessment, and Systems Integrity Summary: To better understand how the December 13, 2013 shooting at Arapahoe High School, in which senior Karl Pierson (hereafter, referred to as KP3 ) shot and killed Claire Davis and then himself, might be prevented, the Arapahoe High School Community Fund Honoring Claire Davis, a donor-advised fund of The Denver Foundation, approached the Center for the Study and Prevention of Violence (CSPV) at the University of Colorado Boulder to assist with the collection, analysis, and interpretation of data obtained from an arbitration proceeding in the case. The purpose was to understand the school's threat and risk assessment procedures and responses, and the lessons that might be learned from this incident that could improve youth violence prevention in school settings in Colorado and the U.S. The data for the report came from the Arapahoe County Sheriff's Office's (ACSO) investigation materials, Littleton Public School's (LPS) interrogatory responses, deposition exhibits, and deposition testimony. The principal investigators attended most of the depositions and reviewed all of the documents produced by ACSO and LPS. The findings revealed three major failures within AHS and LPS in the months and years leading up to the shooting: (1) a failure of information sharing, (2) a failure of threat assessment, and (3) a failure of systems thinking. While not the focus of this report, preliminary evidence indicates that AHS staff and LPS administrators have made several changes in their approach to school safety since 2013, and those changes represent important steps in the right direction To better understand how the December 13, 2013 shooting at Arapahoe High School, in which senior Karl Pierson (hereafter, referred to as KP3 ) shot and killed Claire Davis and then himself, might be prevented, the Arapahoe High School Community Fund Honoring Claire Davis, a donor-advised fund of The Denver Foundation, approached the Center for the Study and Prevention of Violence (CSPV) at the University of Colorado Boulder to assist with the collection, analysis, and interpretation of data obtained from an arbitration proceeding in the case. The purpose was to understand the school's threat and risk assessment procedures and responses, and the lessons that might be learned from this incident that could improve youth violence prevention in school settings in Colorado and the U.S. The data for the report came from the Arapahoe County Sheriff's Office's (ACSO) investigation materials, Littleton Public School's (LPS) interrogatory responses, deposition exhibits, and deposition testimony. The principal investigators attended most of the depositions and reviewed all of the documents produced by ACSO and LPS. The findings revealed three major failures within AHS and LPS in the months and years leading up to the shooting: (1) a failure of information sharing, (2) a failure of threat assessment, and (3) a failure of systems thinking. While not the focus of this report, preliminary evidence indicates that AHS staff and LPS administrators have made several changes in their approach to school safety since 2013, and those changes represent important steps in the right direction leading the school staff to believe that they would be more liable if they had shared information about KP's concerning behaviors, than if they had not. Second, the Sheriff's Report clearly states that at least ten AHS students had substantive concerns about KP's anger problems and gun ownership prior to the shooting, but only one student reported their concern to a counselor and no students reported their concerns to Safe2Tell (see ACSO Report, pp. 10-11). If just one student or teacher, had called Safe2Tell, this tragedy might have been averted. At the time of the shooting and as of July 2015, LPS and AHS administrators did not have a policy regarding Safe2Tell training and did not require that students or staff receive training on the Safe2Tell system. In fact, the information shared about Safe2Tell at AHS was limited to a sticker on the back of student identification cards, posters displayed in the school hallways, and a PowerPoint slide displayed in the cafeteria. Third, AHS and LPS failed to implement an Interagency Information Sharing Agreement to facilitate the sharing of vital information about an individual's safety concerns with law enforcement, juvenile justice, and social services agencies, which is recommended by Colorado statute (SB 00-133), the Center for the Study and Prevention of Violence (CSPV), and the Colorado School Safety Resource Center (see the CSSRC's Essentials of School Threat Assessment: Preventing Targeted School Violence, LPS 03421-03443). Details: Boulder, CO: Center for the Study and Prevention of Violence (CSPV) at the University of Colorado Boulder, 2016. 141p. Source: Internet Resource: Accessed September 6, 2017 at: http://www.colorado.edu/cspv/publications/AHS-Report/Report_on_the_Arapahoe_High_School_Shooting_FINAL.pdf Year: 2016 Country: United States URL: http://www.colorado.edu/cspv/publications/AHS-Report/Report_on_the_Arapahoe_High_School_Shooting_FINAL.pdf Shelf Number: 147035 Keywords: Information SharingSchool SafetySchool ShootingsSchool ViolenceThreat AssessmentViolence Prevention |
Author: Muschert, Glenn W. Title: Media and Massacre: The Social Construction of the Columbine Story Summary: The Columbine shootings were a watershed event that threatened the moral foundation of society. The Columbine story was the media's response and coverage of this landmark crime. This study is a thematic content analysis of the mainstream U.S. news media coverage of the Columbine High School shootings of 1999. It is an empirical and rhetorical investigation of the cultural meaning of the discussion the Columbine event and reactions to it. The data are 728 articles from ABC, CNN, PBS, the Associated Press, New York Times, Time, and Newsweek, collected using an on-line database search, and were analyzed using inductive content analysis techniques. Chapter 1 presents a narrative of the development of the media's focus on the event, and a discussion of the Columbine media story as public moral discourse. Chapter 2 continues the narrative, focusing on the perpetrators, victims, and commentaries, and connects these discussions to theoretical debates in the sociology of culture. Chapter 4 reports the descriptive findings, including the volume and frequency of coverage. Nearly two-thirds of the coverage focused on reactions to the shootings, while only one-third covered the Columbine event. Chapter 5 examined the media's characterization of the perpetrators, and concluded of the two shooters, the media portrayed Eric Harris as more nefarious. An analysis of the sequencing of the media account of the event revealed that journalists broke with normal stylistic conventions when writing about the shootings, a phenomenon likely caused by the terroristic and racial elements of the shootings. Chapter 6 examined the media coverage of three of the victims. Those victims whose life histories or circumstances of death were more interesting received higher coverage. Also, victims whose stories were related to existing social movements received more coverage, as commentators framed their stories in terms of their causes. The media avoided covering the perpetrators in proximity to the victims, because the perpetrators heinous acts stripped them of their humanness. Details: Denver: University of Colorado, 2002. 276p. Source: Internet Resource: Dissertation: Accessed March 12, 2018 at: http://www.users.miamioh.edu/muschegw/Muschert-Dissertation.pdf Year: 2002 Country: United States URL: http://www.users.miamioh.edu/muschegw/Muschert-Dissertation.pdf Shelf Number: 149429 Keywords: Gun-Related Violence Mass Media Mass Murders Mass Shootings School ShootingsSchool Violence Violent Crime |
Author: Payne, Allison Ann Title: Creating and Sustaining a Positive and Communal School Climate: Contemporary Research, Present Obstacles, and Future Directions Summary: Although school-related deaths, violent victimizations, and overall school crime have declined over the past two decades, crime and victimization in schools are still a cause for concern (Robers et al., 2015). As attention to school safety has increased over the past two decades, research has highlighted a variety of school-related factors shown to influence school disorder. Among these is school climate, the importance of which has been recognized for over a century (Perry, 1908; Dewey, 1916). Interest in school climate continues to grow, particularly as recent federal initiatives reflect increased recognition of the importance of school climate for positive youth development (U.S. Department of Education, 2010, 2014). School climate has a clear impact on all members of the school community. Students in schools with a positive and communal climate demonstrate stronger academic achievement and engagement, better socio-emotional health, and lower levels of absenteeism, truancy, dropping out, and victimization (Cohen and Geier, 2010; Payne et al., 2003). They also display lower levels of substance use and aggression, are subjected to fewer suspensions and expulsions, and engage in fewer deviant and criminal acts (Payne, 2008; Thapa et al., 2013). Additionally, teachers in a school with a positive and communal climate experience higher levels of efficacy, morale, and satisfaction, and lower levels of absenteeism, turnover, and victimization (Cohen and Geier, 2010; Gottfredson et al., 2005; NSCC, 2007; Payne et al. 2003). It is clear that this type of school climate has great influence on the safety and success of a school and the behavioral and academic outcomes of its students. Unfortunately, the benefits resulting from a positive and communal school climate have not been translated into effective educational practices. This "translation gap" - the gap between school climate research and policy - stems from several problems. One is the lack of an agreed-upon definition of school climate (NSCC, 2007). Researchers define school climate in countless ways and continue to debate the key components of a positive and communal school climate. While many focus on the relationships among school community members and the commonality of the school's goals, norms, and values, there is no consensus on a universal definition. Without a clear definition that fully articulates exactly what constitutes school climate, school leaders are left without a roadmap for school climate improvement, and the translation gap continues to widen. A second matter that contributes to the gap between research and policy stems from this lack of a universal definition. Because there is disagreement on what constitutes school climate, there is also disagreement on how it can best be assessed. This has led states, districts, and schools to use tools that have not been tested for reliability and validity or have come up short in this area, and that do not capture the comprehensive nature of school climate, either in terms of components or in terms of school community members (Cohen, 2013). It is imperative that school climate is assessed using reliable and valid instruments that capture all elements of school climate and recognize the voices of all school members. Results from such an assessment can provide useful and accurate data to inform the school improvement process. Another area that has not been fully explored is the process that links school climate to its beneficial outcomes. Some have proposed that a positive and communal school climate leads to a greater sense of belonging, which, in turn, leads to more prosocial behaviors: Schools with such climates meet the needs of both teachers and students, who therefore become more attached to other school community members, more committed to the school's mission and goals, and more likely to internalize school norms and rules (Payne, 2008). This process is key for schools because students who are well integrated are not only more likely to have a positive learning experience but are also less likely to engage in deviance and crime. Although research has begun to document the relationship between positive and communal school climates and school bonding, more work is needed. Understanding the mechanisms that underlie this relationship is vital as school leaders work to develop successful school improvement plans. A lack of school climate leadership also plays a role in the gap between school climate research and policy. Having strong and defined leadership roles at the state, district, and school levels is integral for school climate policies and practices to be effectively developed and implemented (NSCC, 2007). In addition, many school climate improvement efforts are generally isolated within a narrower focus, such as student health or school safety, rather than holistically implemented into larger school-wide changes that include a focus on accountability, school community norms and beliefs, and other dimensions of school climate (NSCC, 2007). It is abundantly clear that creating and sustaining a positive and communal school climate would lead to beneficial improvements in students' academic and behavioral success. By engaging in a school climate improvement process, education leaders at the state, district, and school levels can increase the safety and success of all members of the school community. Details: Washington, DC: U.S. National Institute of Justice, 2018. 30p. Source: Internet Resource: Accessed April 10, 2018 at: https://www.ncjrs.gov/pdffiles1/nij/250209.pdf Year: 2018 Country: United States URL: https://www.ncjrs.gov/pdffiles1/nij/250209.pdf Shelf Number: 149755 Keywords: School CrimeSchool DisciplineSchool SafetySchool SecuritySchool ShootingsSchool Violence |
Author: Advancement Project Title: Police in Schools Are Not the Answer to School Shootings Summary: Today, we are reissuing Police in Schools are Not the Answer to the Newtown Shootings, an issue brief that our organizations released in the wake of the shooting at Sandy Hook Elementary School in 2012. At the time, many of the responses to the shooting focused on placing more police officers and more guns in schools. Research and the experiences of countless students, teachers, and parents have taught us that while these proposals may create the appearance of safety, the actual effects wreak havoc on school culture and fuel the school-to-prison pipeline. After Newtown, we urged lawmakers at the local, state, and national level to resist policies that would turn even more schools into hostile environments where students, especially Black and Brown students, are more likely to be arrested, harassed, and assaulted by police. Five years later, in the wake of the tragic Parkland shooting, we have yet again seen calls to militarize and weaponize our schools, despite no evidence that these policies will protect our students. Our position remains the same: proposals that increase the presence of police, guns, and other law enforcement approaches to school safety should not be the response to school shootings. This foreword includes new evidence and experiences that demonstrate why police do not belong in schools. Police do not contribute to positive, nurturing learning environments for students. The increased presence of police officers in schools across the country discipline has been linked to increases in school-based arrests for minor misbehaviors and negative impacts on school climate. In the last five years, the evidence against placing police in schools has only grown. National School Survey on Crime and Safety data show that having a School Resource Officer at a school on at least a weekly basis increases the number of students who will be involved in the justice system. Arrest rates for disorderly conduct and low-level assault substantially increase when police are assigned to schools. The evidence does not suggest that police are the best way to improve school safety; rather, increasing their numbers comes at an unacceptable cost in the form of the criminalization and overincarceration of students. Although students of color do not misbehave more than white students, they are disproportionately policed in schools: nationally, Black and Latinx youth made up over 58% of school-based arrests while representing only 40% of public school enrollment and Black and Brown students were more likely to attend schools that employed school resource officers (SROs), but not school counselors. Black students were more than twice as likely to be referred to law enforcement or arrested at school as their white peers. Research shows that police officers perceive Black youth differently than they do white youth, and this bias, not any actual difference in behavior, leads to the over-criminalization of students of color. Police see Black children as less "childlike" than their White peers and overestimate the age and culpability of Black children accused of an offense more than they do for white children accused of an offense. Details: Los Angeles: Advancement Project, 2013. 19p. Source: Internet Resource: Accessed April 20, 2018 at: https://advancementproject.org/resources/police-schools-not-answer-school-shootings/ Year: 2013 Country: United States URL: https://advancementproject.org/resources/police-schools-not-answer-school-shootings/ Shelf Number: 149870 Keywords: Mass ShootingsRacial DisparitiesSchool CrimeSchool Resource OfficersSchool SafetySchool SecuritySchool ShootingsSchool Violence |
Author: Doran, Selina Evelyn Margaret Title: News media constructions and policy implications of school shootings in the United States Summary: This thesis focuses on 'school shootings' in the United States. Examined here are the news media constructions and public reactions to such incidents, as they pertain to scholarly conceptualisations of fear, moral panics and vulnerability; as well policy responses relating to emergency management in educational institutions and gun-related legislative proposals and actions. Current literature in the field defines 'school shootings' as a particular type of 'spree' or 'mass' killing, involving the murder or attempted murder of students and staff at an education institution. This phenomenon is most prolific in the United States. Two case studies were selected from a list of possible incidents based on their high profile news media coverage, policy impact and infamous natures. The examples used are the school shootings at Columbine High School, Colorado (1999) and Virginia Polytechnic University, Virginia (2007); although the developments provoked by the 2012 Sandy Hook Elementary School, Connecticut shooting are noted throughout. The objectives of the research are: exploring the effect of my two case studies on reshaping or entrenching current moral panic and fear debates; whether the two shootings have transformed emergency management and communication practices; the role that fear plays in the concealed carry on campus movement which arose after the Virginia Tech incident; surmising about which gun-related legislative actions are possible in future. Employed here is a theoretical framework pertaining to moral panics, fear of crime risk management, and framing of news media and policy. My methodological approach was qualitative in nature. A total of 14 interviews were conducted with experts in gun violence prevention, and emergency management and communication. Ethnographic research was carried out in the form of participant observations at a school safety symposium and a gun reform activism event. Content and critical discourse analyses were employed to assess 728 news media articles, 286 letters to the editor, comments from 32 YouTube videos, 14 policy documents and 10 public opinion polls. My original contribution to knowledge is the examination of policies that have not received much scholarly attention to date: emergency management plans, training, operation and communications to deal with the possibility of a school shooting incident occurring; the 'concealed carry on campus' movement, where students lobby to carry firearms in higher education institutions as a way to negate potential threats. Relatively uncharted territory in fear of crime research was embarked upon with an examination of YouTube comments relating to: concerns about attending school; insecurities about the ability of law enforcement to offer protection in a school shooting scenario. To offer a predictive angle to the research, the current public sentiments, framing strategies being utilised by interest groups, and Supreme Court rulings shaping the future of gun reform were debated. Further avenues for school shooting research are provided. Details: Glasgow: University of Glasgow, 2014. 295p. Source: Internet Resource: Dissertation: Accessed May 10, 2018 at: http://theses.gla.ac.uk/5298/1/2014doranphd.pdf Year: 2014 Country: United States URL: http://theses.gla.ac.uk/5298/1/2014doranphd.pdf Shelf Number: 150145 Keywords: Concealed CarryGun ViolenceGun-Related ViolenceMass MediaMass ShootingsSchool SecuritySchool Shootings |
Author: Langman, Peter Title: Five Misconceptions About School Shootings Summary: School shootings are the subject of debate in the media and in communities across the United States, and there is much discussion about prevention and the root causes of such attacks. But what does research say about these tragic events and their perpetrators? Do all shooters fit a specific profile? And what meaningful steps can schools and communities take to reduce the likelihood of these events? In concise, clear language, this research brief, produced by the WestEd Justice and Prevention Research Center, describes and refutes five common misconceptions about school shootings and suggests an evidence-based strategy to reduce the probability of attacks. The authors conclude that schools and communities are better served when presented with a balanced perspective informed by the wealth of available research about perpetrators, their varying motivations, and pre-attack behaviors. Details: San Francisco: WestEd, 2018. 5p. Source: Internet Resource: Accessed October 8, 2018 at: https://www.wested.org/wp-content/uploads/2018/08/JPRC-Five-Misconceptions-Brief.pdf Year: 2018 Country: United States URL: https://www.wested.org/wp-content/uploads/2018/08/JPRC-Five-Misconceptions-Brief.pdf Shelf Number: 152854 Keywords: Gun ViolenceMass ShootingsSchool ShootingsSchool Violence |
Author: Marjory Stoneman Douglas High School Public Safety Commission Title: Marjory Stoneman Douglas High School Public Safety Commission Initial Report Summary: Commission Responsibilities and Scope of Report The MSDHSPSA specified a number of specific considerations and topics that the Commission should address in its initial report to the Governor, Speaker of the House and Senate President. The following is a summary of the tasks as assigned by law. - Produce a timeline of the incident, incident response and all relevant events preceding the incident. - Review interactions between the perpetrator and governmental entities such as schools, law enforcement agencies, courts and social service agencies. - Identify failures to adequately communicate or coordinate regarding indicators of risk or possible threats and whether failures contributed to an inability to prevent deaths and injuries - Analyze incident response by local law enforcement agencies and school resource officers, including a review of existing policies and procedures for active assailant incidents at Marjory Stoneman Douglas. - Evaluate whether the incident response complied with the existing policies and procedures and how those existing policies and procedures compare to national best practices. -Evaluate whether failures in the policies and procedures, or execution of them, contributed to an inability to prevent deaths and injuries. - Provide recommendations for improvements for law enforcement and school resource officer response. - Provide recommendation for a ratio of school resource officers per school by school type along with a methodology for determining ratio, which must include school location, student population and school design. - Provide recommendations for improving communication and coordination of agencies that have knowledge of indicators of risk or possible threats of mass violence. - Provide recommendations for effectively using available state/local tools and resources for enhancing communication and coordination related to indicators of risk or possible threats. During the Commission's first meeting on April 24, 2018, the requirements of the law were discussed and grouped into specific topic areas. The Commission voted on a list of topic areas to be included in the initial report. They are as follows: - History of K-12 active assailant events - Nikolas Cruz background and timeline - Marjory Stoneman Douglas physical structure and security - Active assailant response- Broward schools and school board - Active assailant response Broward sheriff's office on campus response - Active assailant response- law enforcement officer response by Broward Sheriff's Office, Coral Springs Police Department and incident command response. - Other topics: social media, Florida mental health system, baker act, privacy laws and threat assessment and management. During the course of the Commission's investigation and subsequent Commission meetings, other topics were addressed and these topic areas were slightly modified and reorganized as presented in this report. Because of the urgency of this issue, the Commission's initial report was completed within a relatively short time-frame in relation to the shooting at Marjory Stoneman Douglas. In many other similar incidents, such as Columbine High School and Sandy Hook Elementary shootings, post incident reports and evaluations were completed several years following the events. As a result, several ancillary investigations into the Marjory Stoneman Douglas massacre or parts of the incident were also in the process of being conducted at the same time the Commission was conducting its investigation. This Commission attempted to coordinate with the entities conducting the other investigations so as not to duplicate or interfere with the other investigations, but some of the final reports were not available to the Commission for the purposes of compiling this report. There were also several active legal cases regarding the incident, which impeded obtaining some relevant testimony, documents and other investigative materials. During the Commission's subsequent years, portions of this report may be amended to take into account new information not available at the time this report was prepared. Details: Florida: Marjory Stoneman Douglas High School Public Safety Commission, 2018. 407p. Source: Internet Resource: Accessed December 18, 2018 at: http://www.fdle.state.fl.us/MSDHS/Meetings/2018/December-Meeting-Documents/Marjory-Stoneman-Douglas-High-School-Public-Draft1.aspx Year: 2018 Country: United States URL: https://www.campussafetymagazine.com/safety/stoneman-douglas-safety-commission-findings/?utm_source=newsletter&utm_medium=email&utm_campaign=content&eid=350368269&bid=2329105 Shelf Number: 154071 Keywords: Active ShooterGun ViolenceLaw Enforcement ResponseMarjory Stoneman High School MassacreMass ShootingsMass ViolenceMental HealthSchool Resource OfficersSchool SafetySchool ShootingsThreat Assessment |
Author: Giffords Law Center to Prevent Gun Violence Title: Protecting the Next Generation: Strategies to Keep America's Kids Safe from Gun Violence Summary: The courageous young survivors of the horrific school shooting in Parkland, Florida, have collectively raised their voices and declared that it is time for action-they are calling for gun safety laws proven to save lives from this uniquely American epidemic. No child-in any community-should live in fear of a shooting at their school or in their community. No child should live with the memory of their classmates' deaths. There are simple steps we can take to protect our kids and our communities from gun violence. KIDS AND FIREARMS KEY NUMBERS US children and teens are 17 times more likely to die from gun violence than their peers in other high-income countries. Studies show at least 40% of children in high-violence urban areas have witnessed a shooting. Nearly 60% of high schoolers report concerns about a potential mass shooting in their school or community. Since 1998, nearly 200,000 minors have been shot-a staggering toll-and another 187,000 have experienced a shooting in their schools. Among 14-17 year-olds, 17% have been exposed to gun violence. Shootings Cause Lasting Trauma - Children who survive shootings develop post-traumatic stress disorder, anxiety, and fearfulness, and can experience long-term decreases in academic achievement. One study found a 6% decrease in 9th-grade enrollment at schools that had experienced a deadly shooting. Violence Interferes with Education - Two-thirds of school districts now require schools to conduct active-shooter drills, with kids as young as two participating. These drills, and other costly security measures, can divert funds and time that are needed for education and create a culture of anxiety. Details: San Francisco: The Authors, 2018. 64p. Source: Internet Resource: Accessed February 4, 2019 at: https://lawcenter.giffords.org/wp-content/uploads/2018/07/Giffords-Law-Center-Protecting-the-Next-Generation-7.19.18.pdf Year: 2018 Country: United States URL: https://lawcenter.giffords.org/wp-content/uploads/2018/07/Giffords-Law-Center-Protecting-the-Next-Generation-7.19.18.pdf Shelf Number: 154483 Keywords: Gun PolicyGun ViolenceGun-Related ViolenceSchool ShootingsViolence Prevention |
Author: Langman, Peter Title: A Comparison of Averted and Completed School Attacks from the Police Foundation Averted School Violence Database Summary: IN 2014, the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS Office) and the National Institute of Justice (NIJ) provided funding to the Police Foundation to initiate the Averted School Violence (ASV) project. Through this project, the Police Foundation developed a database (Police Foundation 2018) to collect, analyze, and publish (in an online library [Police Foundation 2018b]) incidents of averted and completed acts of school violence that have occurred since the attack on Columbine High School in Littleton, Colorado, on April 20, 1999. The data are drawn from the public domain as well as from law enforcement, school officials, and others entering reports into the database. The database is intended to serve as a resource to law enforcement, schools, mental health professionals, and others involved in preventing school violence by sharing ways in which other school attacks across the country have been identified and prevented. In this report, 51 completed and 51 averted incidents of school violence, drawn from the ASV database, were analyzed to help further our understanding of averted and completed school attacks. The report also seeks to provide important lessons about how school violence can be prevented. Details: Washington, DC: Office of Community Oriented Policing Services, 2019. 42p. Source: Internet Resource: Accessed February 7, 2019 at: https://www.policefoundation.org/wp-content/uploads/2019/02/ASV-Comparison-of-Averted-and-Completed-School-Attacks_Final-Report-2019.pdf Year: 2019 Country: United States URL: https://www.policefoundation.org/wp-content/uploads/2019/02/ASV-Comparison-of-Averted-and-Completed-School-Attacks_Final-Report-2019.pdf Shelf Number: 154514 Keywords: Averted School ViolenceGun ViolenceMass ShootingsSchool ShootingsSchool Violence |
Author: Finland. Ministry of Justice Title: Kauhajoki School Shooting on 23 September 2008 - Report of the Investigation Commission Summary: On 23 September 2008, a school shooting took place in Kauhajoki when a student in the local polytechnic entered his school, shot nine students in his study group, a teacher, and finally himself. The perpetrator carried fuel with him which he used to start several fires in the building. Of the students who were in the classroom when the incident took place, three survived, one of whom received a gunshot wound in the head. The psychosocial damage caused by the incident was considerable. An investigation commission was appointed to look into the incident and its background, as well as the activities of the authorities, other operators involved in the incident, and the media. The main results of the investigation are presented in the 28 conclusions and 9 recommendations included in the report. The purpose of the recommendations and the entire investigation process was to enhance general security by learning from the incident. The fact that the perpetrator ended up committing this act was the result of a long process involving many factors. He had been suffering from mental health problems for approximately ten years and his condition had taken a turn for the worse. Several factors were involved during the course of the perpetrator's life which contributed to his problems. With hindsight, it seems probable that the perpetrator would have benefited from being examined by a specialist in psychiatry. In the light of the information currently available, it is impossible to establish beyond any doubt why the young man's mental health problems were channelled into an admiration for school shootings and, eventually, led to him committing the deed, which was clearly modelled on earlier school shootings. The perpetrator used a self-loading or semi-automatic firearm, which was small-calibre but still capable of inflicting serious damage. The investigation commission recommends that firearms capable of firing multiple shots in a very short period of time be made illegal, and that only guns that do not allow the easy infliction of such carnage be available for hobby purposes. With respect to other types of firearms, the investigation commission recommends that a stricter licensing policy be implemented. A dissenting opinion on firearm recommendations has been recorded, however. To enhance the mental health care services available for young people, the committee also recommends that antidepressants not be prescribed for persons younger than 23 years of age without a thorough examination by a specialist doctor. Other recommendations presented in the report concern the enhancement of student health care, particularly mental health care; the enhancement of interaction between generations in educational institutions; comprehensive security planning in educational institutions; shared command responsibility between authorities in operational situations; cooperation between authorities in preventive work; and the coordination of psychosocial support. Details: Helsinki: The Author, 2010. 194p. Source: Internet Resource: Accessed February 8, 20-19 at: http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/76234/omso_39_2010_kauhajoki_school_shooting_194_s.pdf Year: 2010 Country: Finland URL: http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/76234/omso_39_2010_kauhajoki_school_shooting_194_s.pdf Shelf Number: 154539 Keywords: Gun ViolenceMass ShootingsSchool SecuritySchool ShootingsSchool Violence |
Author: Marjory Stoneman Douglas High School Public Safety Commission Title: Initial Report Summary: School safety in Florida needs to be improved. We can do more and we can do a better job of ensuring the safety of students and staff on K-12 school campuses. Not all school security changes or enhancements have financial costs, and some only require the will of decision-makers to effect change and hold people responsible for implementing best practices. Safety and security accountability is lacking in schools, and that accountability is paramount for effective change if we expect a different result in the future than what occurred at Marjory Stoneman Douglas High School (MSDHS) on February 14, 2018. Accountability starts at the top of every organization, and all leaders have an obligation to ensure not only that the law is followed, but that effective policies and best practices are implemented. Even after the MSDHS shooting and the implementation of new Florida law requiring certain safety measures, there remains non-compliance and a lack of urgency to enact basic safety principles in Florida's K-12 schools. All stakeholders-school districts, law enforcement, mental health providers, city and county governments, funding entities, etc. - should embrace the opportunity to change and make Florida schools the safest in the nation. There must be a sense of urgency-and there is not, across-the-board-in enhancing school safety. At its core, basic, effective school safety begins with prevention. Prevention strategies not only focus on target hardening, but include early intervention when youth demonstrate indicators that should be immediately and appropriately assessed and addressed. However, equally important are harm mitigation aspects of school safety, which can be divided into a few key components: identifying the threat at the earliest possible moment; notifying others of the threat; implementing an effective response by those vulnerable to the threat; and stopping the threat as soon as possible. These harm mitigation concepts should be immediately implemented across all Florida K-12 schools. There are more complex, proactive components to school safety that will help prevent violence from occurring, but once an attack has commenced, the focus must be on immediately mitigating the harm, and these basic concepts, as set forth in this report's recommendations, are essential to that goal. Details: Tallahassee: Florida Department of Law Enforcement, 2019. 458p. Source: Internet Resource: Accessed February 15, 2019 at: http://www.fdle.state.fl.us/MSDHS/CommissionReport.pdf Year: 2019 Country: United States URL: http://www.fdle.state.fl.us/MSDHS/CommissionReport.pdf Shelf Number: 154628 Keywords: Gun ViolenceMass ShootingsMass ViolenceSchool SafetySchool SecuritySchool ShootingsSchool ViolenceThreat Assessment |