School Shootings and Security Lock-downs: Myths,Positive School Climates,and Safer Campuses

School shooting tragedies and the juvenile justice system’s movement toward a retributive and punitive framework gravely impacted how primary and secondary school students, disproportionately urban districts, used security measures to lock down campuses and build “fortress-like” schools. This iteration of control on school campuses emerged in tandem with the most recent generation’s zero tolerance approach to student violence and problems; a policy widely regarded as ineffective in urban, suburban, and rural districts. As school shootings continue to impact state legislative action and public reactions to school management, this paper takes a critical approach to school security policies and reviews the evidence on the risk for school violence and how to move away from student control approaches that do not improve school safety. Instead, the incorporation of prosocial education and school engagement efforts finds that school and student safety is improved. These, and related approaches to student body management, decreases campus violence and may also minimize the risk of some school shootings - as rare as these tragic incidents are across the nation’s schools. The interplay of schools, students, and the juvenile and family courts is ongoing. Knowing how school districts can best approach their campus environments, safety, and learning is important for school social workers and court personnel because of how often these systems work, or do not work, together.     

Assessing the influence of the Columbine shooting on federal sentencing outcomes

School shootings are not a new phenomenon in the United States or internationally. In comparison to other acts of violence experienced by youth, such tragedies are uncommon but garner extensive media attention. The Columbine High School shooting received more attention across a broader range of issues than any other school shooting, with only the Sandy Hook tragedy rivaling it for media attention. In the aftermath of the Columbine shooting, public sentiment regarding violence in schools became a central point of contention that bred fear and panic. Given the embeddedness of judges within the larger community context and the effects of community characteristics on sentencing outcomes, we wondered if the Columbine shooting – via moral panic and community upheaval – might have had an impact on judges imposing criminal sentences. To assess the effect of the Columbine shooting on judicial decision-making outcomes, the current study uses United States Sentencing Commission data from 1998 through 2001. In doing so, it contributes to the extant literature concerning the embeddedness of judges within communities and answers recent call for more research on the temporal context of sentencing disparities.     

Knowledge is Power: A Theory-Based Approach to Reducing School Violence

The study assesses the impact of a theory-based school violence program though a survey of 1,500 middle and high school students. It is the first to apply the concept of optimistic bias within the school violence context. Despite high profile school shootings, the students maintained the belief that violence was less likely to happen to them (personally) or in their schools than elsewhere in the country. Findings indicate that optimistic bias can be reduced through educational campaigns, and suggest a means of reducing violence by first reducing optimistic bias.     

Missing gender in cases of infamous school violence: Investigating research and media explanations

The shootings at Columbine and Jonesboro, along with multiple shootings at five other schools, captured the nation's attention and received widespread media coverage. Utilizing a feminist perspective that addresses masculinity, we explore research and major newspaper coverage of infamous school violence to determine how extensively gender is considered as a contributing factor. Results indicate that data sources on violent deaths at school miss the gendered nature of the violence. Similarly, media coverage of the seven cases under study discount the role of masculinities, bullying, and male violence against girls and women, and few of the policy recommendations address these concerns. The relative absence of attention to the gendered nature of school violence encourages incomplete explanations and ineffective policies.     

“It’s Better to Overreact”: School Officials’ Fear and Perceived Risk of Rampage Attacks and the Criminalization of American Public Schools

In recent decades, highly-publicized school rampage attacks with multiple victims have caused widespread fear throughout the United States. Pulling from in-depth interviews with school officials (administrators, counselors, security and police officers, and teachers), this article discusses officials’ perceptions of fear and risk regarding rampage shootings and how this relates to their justification for and acquiescence to the expansion of punitive discipline and increased security. Data collected in this study provide additional understanding of the causes of enhanced discipline and security from the perspective of those tasked with administering school safety in the wake of Columbine. Utilizing insight from moral panic theory, the findings suggest that, when the genuinely high potential cost of school massacres fused with an exaggerated perception of their likelihood and randomness, school rampage attacks came to be viewed as a risk that could not be tolerated and must be avoided at nearly any cost.     

School crime policy changes: The impact of recent highly-publicized school crimes

Highly-publicized school shootings have heightened concern over school safety. This study examines the impact of school crimes on campus policy. The administrators of 336 Texas middle and high schools were surveyed. Policy changes were related to parental complaints about school crime policies and administrator perceptions that students felt less safe. School administrators should base safety policies on strategies that have been evaluated for their effectiveness in reducing school crime and fear. The authors wish to thank the anonymous reviewers for their helpful comments.     

Are Active Shootings Temporally Contagious? An Empirical Assessment

“Active Shootings,” which include shootings in public, confined areas such as schools, often traumatize communities and attract intense media coverage. Proposed policy responses to the phenomenon, such as concealing information as to casualty counts and even the identities of shooters, often suppose that active shootings are “contagious,” in that previous occurrences can enhance the likelihood of subsequent occurrences. This study marks the first attempt at assessment of the contagiousness of the active shooting phenomenon, and deploys a statistical model—the series hazard model—that is well-suited to the substantive issue of contagion as well as the fine-grained nature of the active shooting data. Results indicate that the hazard of observed active shootings was a function of the number of active shootings that preceded them in the previous two weeks.     

The Legal Context of School Violence: The Effectiveness of Federal, State, and Local Law Enforcement Efforts to Reduce Gun Violence in Schools

In the wake of recent school shootings, communities and legislatures are searching for law enforcement solutions to the perceived epidemic of school violence. A variety of legal measures have been debated and proposed. These include: the enactment of tougher gun control laws and more vigorous federal and local enforcement of existing gun control laws; the enactment of laws imposing civil or criminal liability on parents for their children's violent behavior; the establishment of specialized courts and prosecution strategies for handling juveniles who are charged with weapons offenses; stricter enforcement of school disciplinary codes; reform of the Individuals with Disabilities Education Act to make it easier to expel students for weapons violations; and greater use of alternative schools as placements for students who are charged with weapons violations.
  This article provides a legal and empirical analysis of proposed legislation in these areas as informed by social science research on the patterns of school violence, gun acquisition by juveniles, and the effectiveness of various laws and law enforcement measures. It proposes and discusses recommendations for legal reform. While efforts to reduce school violence will be most effective at the state and local levels, the United States federal government has an important role to play, particularly in federal‐state partnerships aimed at disrupting illegal gun markets, and through the formulation of national standards and guidelines. These standards and guidelines are for the enforcement of existing laws; inter‐agency law enforcement cooperation and information‐sharing (particularly using computer‐based analysis); effective school discipline and alternative educational settings for disruptive youth; and psycho‐educational interventions designed to detect and prevent school violence in the first place.     

The impacts of the Virginia Tech and Northern Illinois University shootings on fear of crime on campus

There has been a substantial increase in the number of mass shooting incidents on college campuses in the United States in recent years. Although empirical research examined the impacts of secondary school shootings on student fear, there have been no comparable studies of the impacts of campus shootings. This study began to fill this void by examining responses to surveys administered to convenience samples of students enrolled at the University of South Carolina prior to and following the mass shooting incidents on the campuses of Virginia Tech and Northern Illinois University. Findings indicated that both shootings were associated with modest increases in various measures of fear. Other findings were that the impacts of the shootings depended on both the type of fear measured (e.g., general fear versus fear of being a victim of specific crimes) and student characteristics such as age, sex, and race.     

Laws That Bit The Bullet: A Review of Legislative Responses to School Shootings

The recent mass shooting at Sandy Hook Elementary School in Newtown, Connecticut sparked an immediate discourse calling for a review of gun control legislation. However, this discourse was not new; rather, it was one that routinely follows this type of tragedy. In the wake of school shootings such as Columbine, Virginia Tech, and Jonesboro, a similar discourse appeared which prompted policymakers to introduce a number of pieces of legislation aimed at more efficient firearms regulation. While a few of these bills were enacted, many never made it past introduction. The flurry of legislative responses to such incidences warrants further discussion as to whether these bills are effective, or rather simply “feel good legislation.” Further, public opinion is a driving force behind such policy, but how can this change in the wake of school shootings? This paper examines both considerations and proposes directions for continued research in this critical and understudied area.     

Assessing the Impact of Knowledge and Location on College Students’ Perceptions of Gun Control and Campus Carry Policies: a Multisite Comparison

American Journal of Criminal Justice - Recent incidents of mass shootings in schools have raised questions about the availability of “military-style” firearms and need for campus carry...     

Studying School Shootings: Challenges and Considerations for Research

Studying school shootings can be both a fruitful and challenging endeavor. The random nature of these events provides a number of challenges for studying this phenomenon. This paper explores these concerns as they relate to developing and implementing studies, as well as interpreting related findings by drawing on previous research that examined the effects of the 1999 Columbine High School, the 2007 Virginia Tech, and the 2008 Northern Illinois University shootings. Ways in which these issues may be overcome and, more generally, the research can be moved forward also are discussed.     

Mental health in violent crime victims: Does sexual orientation matter?

The present study investigates victim sexual orientation in a sample of 641 violent crime victims seeking emergency medical treatment at a public-sector hospital. Victim sexual orientation was examined as it: (a) varies by type of violent crime and demographic characteristics, (b) directly relates to psychological symptoms, and (c) moderates the relationship between victim and crime characteristics (i.e., victim gender, victim trauma history, and type of crime) and psychological symptoms (i.e., symptoms of acute stress, depression, panic, and general anxiety). Results showed that lesbian, gay, bisexual, and transgender (LGBT) victims were more likely to be victims of sexual assault. Heterosexual victims were more likely to be victims of general assault and shootings. LGBT victims demonstrated significantly higher levels of acute stress and general anxiety. Moreover, victim sexual orientation moderated the association of type of crime with experience of panic symptoms. Also, victim sexual orientation moderated the relation of victim trauma history and general anxiety symptoms. Results are discussed in relation to victimization prevalence rates, sexual prejudice theory, and assessment and treatment of violent crime victims.     

SCHOOLS AS COMMUNITIES: THE RELATIONSHIPS AMONG COMMUNAL SCHOOL ORGANIZATION,STUDENT BONDING,AND SCHOOL DISORDER*

Research has indicated that school factors such as communal school organization and student bonding are predictive of school disorder, with greater communal organization and greater student bonding leading to less delinquency and victimization. Data from a nationally representative sample of 254 public, nonalternative, secondary schools were used to examine structural equation models representing hypothesized relationships among communal school organization, student bonding, and school disorder. The hypothesis that communally organized schools would have less disorder held true for teacher victimization and student delinquency, but not for student victimization. In addition, the hypothesis that the relationship between communal school organization and school disorder would be mediated by student bonding was supported for student delinquency, but not for teacher victimization.     

School Quality, Neighborhoods, and Housing Prices

We study the relationship between school characteristics andhousing prices in Mecklenburg County, North Carolina, between1994 and 2001. During this period, the school district was operatingunder a court-imposed desegregation order and drew school boundariesso that students living in the same neighborhoods were oftensent to very different schools in terms of racial mix and averagetest scores of the students. We use differences in housing pricesalong assignment zone boundaries to disentangle the effect ofschools and other neighborhood characteristics. We find systematicdifferences in house prices along school boundaries althoughthe impact of schools is only one-quarter as large as the naivecross-sectional estimates would imply. Part of the impact ofschool assignments is mediated by differences in the characteristicsof the population and the quality of the housing stock thathave arisen on either side of the school assignment boundary.     

Deterrence,Firearm Arrests,and Subsequent Shootings: A Micro-Level Spatio-Temporal Analysis

Do police firearm arrests reduce later shootings in nearby locations and in the days immediately following the arrest? This question is examined at a more detailed level than in previous work in order to better describe the spatio-temporal dynamics linking these two event types. All firearm arrests (n?=?5,687) and shootings (n?=?5,870) in Philadelphia from 2004 to 2007 were analyzed using a modified close-pair method. Following a firearm arrest shootings declined significantly, 28–47% up to a couple of blocks away. These significant declines, however, lasted for just a few days. Overall, results suggest police firearm suppression effects occur, may extend up to two blocks away from a firearm arrest, but also are short-lived. Potential implications for deterrence are discussed.     

Averted targeted school killings from 1900-2016

Mass shootings, particularly those that occur on school grounds, often generate intense political debate. Following the 2018 shooting at Marjory Stoneman Douglass High School, questions arose on how to prevent these tragedies. Typically, the response generated from these questions revolves around mental illness, bullying prevention, and gun control. Unfortunately, the views on these topics, especially gun control, are often rooted in a strong belief system which is unwavering. Resultantly, the debate on how to avert these incidents often stops at the debate phase. This study sought to better understand how these events can be prevented by examining targeted school killings from 1900–2016 in which the suspect was stopped before the attack. The analysis revealed that the majority of attacks were prevented by other students reporting the threat of an impending attack to school and law enforcement authorities.     

SCHOOL DISORDER: THE INFLUENCE OF INDIVIDUAL,INSTITUTIONAL, AND COMMUNITY FACTORS*

Drawing upon control theory, school climate theory, and social disorganization theory, this study examined the relative influence of individual, institutional, and community factors on misconduct in Philadelphia middle schools. Using U.S. census data, school district data, police department data, and school climate survey data obtained from the administration of the Effective School Battery to 7, 583 students in 11 middle schools, we examined the following predictors of student misconduct: community poverty and residential stability; community crime; school size; student perceptions of school climate (school attachment); and individual student characteristics (e.g., age, race, sex, school involvement and effort, belief in rules, positive peer associations). “Community” was conceptualized in two ways: “local” (the census tract around the school), and “imported” (aggregated measures from the census tracts where students actually lived). We used hierarchical linear modeling techniques (HLM) to examine between- and within-school factors. Individual-level factors accounted for 16% of the explained variance; school and community-level factors (both local and imported) added only small increments (an additional 4.1–4.5%). We conclude that simplistic assumptions that “bad” communities typically produce “bad” children or “bad” schools are unwarranted.     

Schools,Neighborhoods, and Adolescent Conflicts: A Situational Examination of Reciprocal Dynamics

Youths' exposure to school violence is ecologically patterned, occurring disproportionately in public schools located in urban disadvantaged communities. We know less, however, about how situational processes and environmental contexts shape school violence. In addition, limited research has examined the reciprocal nature of school and neighborhood conflicts. Here we draw from a qualitative study of violence in the lives of African American youths from a disadvantaged inner‐city community to examine young men's experiences with school‐based violence. Specifically, we investigate two questions: (1) how conflicts are shaped by the school setting, and (2) how and when such conflicts unfold and spill over between neighborhoods and schools. Our findings highlight the importance of examining the situational and ecological contexts of youth violence to further illuminate its causes and consequences.