K–12 School Shootings

2020 ◽

pp. 226-242

Author(s):

Thomas R. Hochschild Jr. ◽

Kathryn Grant ◽

Michael G. Noll ◽

Lorna L. Alvarez-Rivera

Keyword(s):

United States ◽

School Funding ◽

The United States ◽

School Shootings ◽

Spatiotemporal Patterns ◽

Alma Mater ◽

Emotional Pain ◽

Policy And Practice ◽

K 12 ◽

A Current

In this chapter, the authors examine what they call “alma mater” school shootings - those in which a current or former student returns to attack people at the school. In this case, the focus is on K-12 school shootings in the United States between 1990 and 2018 where two or more individuals were killed. They argue that many shooters target their alma mater because it is the place where they have experienced “place trauma” - emotional pain that is intertwined with a location. After discerning common demographic, personal, and spatiotemporal patterns, they discuss how the shooters acquired the firearms used to carry out the attack. Finally, the authors outline policy and practice considerations focusing on education, school funding, and legislation.

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State Firearm Laws, Gun Ownership, and K-12 School Shootings: Implications for School Safety

Journal of School Violence ◽

10.1080/15388220.2021.2018332 ◽

2022 ◽

pp. 1-15

Author(s):

Paul M. Reeping ◽

Louis Klarevas ◽

Sonali Rajan ◽

Ali Rowhani-Rahbar ◽

Justin Heinze ◽

...

Keyword(s):

School Safety ◽

School Shootings ◽

Gun Ownership ◽

K 12

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Disparate Impacts: Balancing the Need for Safe Schools With Racial Equity in Discipline

Policy Insights from the Behavioral and Brain Sciences ◽

10.1177/2372732219864707 ◽

2019 ◽

Vol 6 (2) ◽

pp. 162-169 ◽

Cited By ~ 3

Author(s):

Odis Johnson ◽

Jason Jabbari ◽

Maya Williams ◽

Olivia Marcucci

Keyword(s):

Ethnic Disparities ◽

School Shootings ◽

Safe Schools ◽

Racial Equity ◽

Policy Responses ◽

Crisis Prevention ◽

Policy Alternatives ◽

Disciplinary Policy ◽

Academic Consequences ◽

K 12

Policy responses to gun violence within K-12 school systems have not stopped the increasing frequency of their occurrence, but have instead increased racial and ethnic disparities in multiple forms of discipline. The crisis prevention policies that follow school shootings tend to exacerbate racial and ethnic discipline disparities (a) within schools as practitioners enact policies with discretion and bias, (b) between schools where policy is complicated by racial segregation, and (c) indirectly where academic consequences accrue to those who are not disciplined but attend schools with elevated school rates of discipline. Among the most promising policy alternatives to punitive disciplinary policy is restorative justice.

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Killers on Campus

Handbook of Research on Mass Shootings and Multiple Victim Violence ◽

10.4018/978-1-7998-0113-9.ch009 ◽

2020 ◽

pp. 156-174

Author(s):

Michele W. Covington ◽

Tracey L. Woodard

Keyword(s):

Higher Education ◽

United States ◽

The United States ◽

Colleges And Universities ◽

School Shootings ◽

Mass Shootings ◽

Mass Public ◽

The World ◽

K 12 ◽

Type Of School

More mass public shootings occur in the United States than anywhere else in the world, and these incidents occur in a variety of locations, including educational facilities. There is strong reason to separate elementary, middle, and high schools from institutes of higher education (such as colleges and universities) when studying mass school shootings. These incidents vary based on the type of school by the characteristics and motivations of the shooter as well as locational characteristics and appropriate prevention strategies. This chapter provides an overview of the differences between mass shootings at K-12 schools and those at IHEs. The authors also discuss the prevalence and characteristics of mass shootings at IHEs and introduce several prevention policies, along with relevant proposed and current legislation.

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Beyond Gun Control: Implementing Mental Health Interventions for the School Shooting Crisis in California

Journal of Science Policy & Governance ◽

10.38126/jspg170212 ◽

2020 ◽

Vol 17 (02) ◽

Author(s):

Agnes M. Varghese ◽

Danielle E. Delany ◽

Morgan L. Dundon

Keyword(s):

Social Emotional Learning ◽

Well Being ◽

The United States ◽

School Shootings ◽

Emotional Learning ◽

Gun Control ◽

School Shooting ◽

Social Emotional ◽

Learning Programs ◽

K 12

Over the last 10 years, the United States has witnessed a striking increase in school shootings (Riedman and O’Neil 2020). Most legislation addressing the issue has been focused on gun control with liberal states such as California passing stringent gun laws. However, it is important to acknowledge that the school shooting crisis is a multifaceted problem that will not be resolved by gun regulations alone. California should establish social-emotional learning programs in K-12 schools to help address the underlying issues that drive individuals to gun violence. These programs will provide students with the skills necessary to reduce aggressive behaviors as well as increase overall student well-being and academic achievement (Espelage et al. 2013). Along with gun control measures, California’s policymakers should establish social-emotional learning programs in K-12 schools to reduce the number of school shooting incidents. Effective implementation of such programs could transform California from the state with the highest rate of school shootings in the country to an exemplary model for other states to follow in tackling the school shooting crisis.

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