On: Profiling and Preventing School Shooters

On:  Profiling and Preventing School Shooters

Colleen Rogers

In light of the events this past week in Broward County, Florida, addressing concerns over the heightened number of school shootings has been broached in the media once again.  Gun control mandates, advanced security measures on school campuses, and better funding to secure treatment for mental health issues have all been “forefronted” by whichever political party needs to promote their platform d' jour.

With everyone’s “good intentions” in place, the need to look at what truly is the “framework” for the mindset of a school shooter needs to be our starting point.  Before planning any course of intervention in schools, communities, or in Congress, we need to look at the most significant profile of a young person triggered to rampage. 

The statistical data below, presented on a Homeland Security Reference Guide provided by the state of Iowa, indicates that over 50% of school shooters have exhibited the following tendencies:

School shooters...

-- attack during the school day

-- have a known history of weapons usage

--have weapons that come from their own home or that of a relative

-- have exhibited behavior that has caused concern by others prior to their attack

-- plan their attack in advance

--and are generally current students of the school.

Additionally, about a fourth of the school shooters also show an interest in violent movies, and a little over one-third of the attackers seem to demonstrate violence in self-created written works like poetry, essays, or journals. 

School shooter’s motivations for their acts of violence are (in order of greatest significance)…

--the perception of being persecuted, bullied, or threatened by others

--the desire for revenge

--their own multiple motives.

Approximately one third of  shooters believe that their act is an attempt to “solve a problem”,  while about a quarter of the shooters are motivated by suicide or desperation. 

Contrary to what we might think, only about a quarter of the school shooters are actually motivated by the pursuit of recognition or attention.

Prior to implementing any beefed-up, structured plans in an attempt to prevent these horrific incidents of school violence, there are some observable warning signs that could indicate the possibility of a young person heading down this deadly path. 

Here’s what to watch for:

--Probe whether or not the young person has appeared to have researched, planned or prepared to commit an act of violence.  If you note that there has been an effort to secure a weapon, know that this has escalated the risk factor for violence.

Please also note that…

--In over two-thirds of the school shootings, at least one other person  had information about what the shooter’s thoughts or plans were BEFORE the attack.  In about 66% of the attacks, more than one person had information about the attack BEFORE it occurred.

 In almost all of these cases, the person who knew about the attack was a peer—a friend, a sibling, or someone from school.

As an aftermath, we need to recognize that…

--Interventions by law enforcement generally are not how attacks are ultimately stopped.

--School personnel need to realize, too, that the “Werther Effect” may be in effect for days or weeks after a heavily-publicized attack.  Students in their own buildings may make some attempts toward “copycatting” after such a sensationalized event has happened elsewhere.

For the purpose of discussion, perhaps we could consider the following immediate “interventions”…

--Law enforcement training for parents on securing and monitoring weapons in the home

--Heavier enforcement of fines and fees for the unlawful possession or usage of guns by a minor

--Student training on “what warning sign to look for” as potential signs of violence from peers

--An "anonymous” peer to adult plan of reporting “warning signs of violence” as they are exhibited by friends or classmates.  (This should include relating online posts, class notes, etc.)

--Increased counselor follow-up of classroom discipline issues that involve fights, bullying complaints, etc.

--Additional peer mentors for incorporation into comprehensive anti-bullying campaigns

--Community Health Programs and Suicide Crisis Centers that have staff visiting schools regularly to provide students with information on depression, post-traumatic stress disorders, bereavement, and other mental health issues

--Re-structured building crisis drills to prepare students and staff for potential incidences of school violence

--Classroom structures developed to serve “double duty” in the event of shootings (i.e., whiteboards that “flip” and serve as bullet proof barricades or shields, etc.)

Although it is of hollow comfort at this time for our country, only one in one million students die at their school as a result of a violent act.   

This though, is of no consequence to the friends and families who have just suffered the greatest of losses.

Statistics herein are credited as originating from:

homelandsecurity.iowa.gov

Art courtesy of:   

https://drawception.com/game/WgYehmTbz3/caillou-becomes-a-school-shooter/