Correlates of the Number Shot and Killed in Active Shooter Events

2020 ◽  
pp. 108876792097672
Author(s):  
J. Pete Blair ◽  
William L. Sandel ◽  
M. Hunter Martaindale
Keyword(s):  
High School ◽  
School Shooting ◽  
Active Shooter ◽  
Single Study ◽  
Columbine High School ◽  
Columbine High School Shooting

Active shooter events have captured the public’s attention since the Columbine High School shooting in 1999. Although there has been research on various aspects of these events, only a single study has attempted to identify factors that are related to the number of people injured or killed in these events. This study was limited in that it only considered the presence or absence of a semi-automatic rifle. This paper expands on the existing research by examining several other factors that may impact the total number of people shot or killed during active shooter events.

Analysis of 48 Hours of Television News Coverage Following the Columbine High School Shooting

2021 ◽  
pp. 1-15
Author(s):  
Christopher M. Mosqueda ◽  
Melissa A. Heath ◽  
Elizabeth A. Cutrer-Párraga ◽  
Robert D. Ridge ◽  
Aaron P. Jackson ◽  
...  
Keyword(s):  
High School ◽  
Television News ◽  
News Coverage ◽  
School Shooting ◽  
Columbine High School ◽  
Columbine High School Shooting

The Surprising Advance of Gun Control Politics after Parkland

2020 ◽  
pp. 213-236
Author(s):  
Sophia Young
Keyword(s):  
High School ◽  
Social Media ◽  
Gun Control ◽  
School Shooting ◽  
The Political ◽  
Political Opportunity ◽  
Opportunity Structure ◽  
Mass Shootings ◽  
Columbine High School ◽  
Social Media Tools

The 1999 Columbine high school massacre marked the start of an era of recurrent US mass shootings in settings once considered safe. In the aftermath of each horrific event, gun safety advocates tried to persuade state and national politicians to adopt new regulations but with little success—until recently. This chapter compares the political aftereffects of six major mass shootings to illuminate why the 2018 Parkland high school shooting led to more political change in favor of gun regulations than the previous events. Despite an unfavorable partisan climate, the Parkland shooting spurred teenage activists adept with social media tools to take advantage of the political opportunity structure created by prior grassroots resistance organizing. In response, politicians—especially Democrats—have embraced the gun safety cause as never before.

Law Enforcement's Impact on School Violence

2019 ◽  
pp. 371-388
Author(s):  
Tanya M. Grant ◽  
Jessica Fidler
Keyword(s):  
High School ◽  
School Violence ◽  
School Employees ◽  
Indian Reservation ◽  
Resource Officers ◽  
Red Lake ◽  
Columbine High School ◽  
New Policies ◽  
Columbine High School Shooting ◽  
Death Count

Since the 1980s, school violence has been prominent in society and is gradually increasing in occurrence. In 1999, the Columbine High School shooting shocked the country demonstrating how deadly school violence can be, with a death count of 13 total people, including 12 students and 1 teacher. The next prominent occurrence was in 2005 on the Red Lake Indian Reservation, where 10 people were killed at the hands of a 16-year-old student. Another more recent act of school violence was in 2012 in Newtown, Connecticut, at Sandy Hook Elementary School. There, the shooter killed 28 people including children and teachers inside the school and his mother. And the latest horrific incidence of this kind took place at the Marjory Stoneman Douglas High School in Parkland, Florida, in February of 2018. The shooter took the lives of 14 students and 3 school employees. As a response to these shootings, law enforcement has collaborated with schools to implement the use of school resource officers, emergency evaluation/reaction drills, and new policies regarding school violence.

Active Shooter Protocols: Perceptions, Preparedness, and Anxiety

2021 ◽  
Vol 26 (2) ◽  
pp. 91-100
Author(s):  
Veronica Worthington ◽  
Matthew Hayes ◽  
Melissa Reeves
Keyword(s):  
High School ◽  
Online Survey ◽  
Real Life ◽  
Unintended Consequences ◽  
Hierarchical Regression ◽  
Training Methods ◽  
Active Shooter ◽  
Long Term Effects ◽  
Perceived Knowledge

The national concern about active shootings has pushed schools to implement intense drills without considering unintended consequences. Studies have found that, although training had the potential to increase preparedness, it also increased anxiety. These findings apply to short-term effects, but there is a lack of empirical research on long-term effects of active shooter drills. The present study investigated whether active shooter training completed in high school impacts current levels of anxiety and preparedness of undergraduates. Collegiate participants (N = 364) completed an online survey and answered questions about their perceived knowledge of protocols, protocol actions, and training methods from high school followed by the same set of questions, this time referring to their current university. Participants then completed an anxiety measure (Spielberger, 1983) and a preparedness measure. Two hierarchical regression analyses were conducted to predict anxiety and preparedness. This study expanded findings on the effects of active shooter training by demonstrating long-term effects for high school training. Evacuation protocols (β = −.13, p = .03; β = .16, p = .007) and perceived knowledge (β = −.16, p = .004; β = .14, p = .01) positively impacted anxiety and preparedness, respectively, of university students. Experiences at the university level had an additional, larger impact on student anxiety, ΔR2 = .11, F(8, 347) = 5.88, p < .001, and preparedness, ΔR2> = .26, F(8, 347) = 17.32, p < .001, which seems to overshadow the effects from high school. This may be problematic because the perceived knowledge that leads to higher feelings of preparedness may not translate into appropriate actions in a real-life situation, potentially risking lives.

scholarly journals A feminist new materialist experiment: Exploring what else gets produced through encounters with children’s news media

2019 ◽  
Vol 20 (4) ◽  
pp. 363-380 ◽  
Author(s):  
Jayne Osgood ◽  
Camilla Eline Andersen
Keyword(s):  
High School ◽  
Early Childhood ◽  
News Media ◽  
School Shooting ◽  
Important Work ◽  
News Reports ◽  
High Profile ◽  
The United Kingdom ◽  
The World ◽  
Sticky Tape

In this paper we grapple with the ways in which real-world issues directly impact children’s lives and ask what else gets produced through encounters with children’s global news media, specifically within the contexts of the United Kingdom and Norway. Our aim is to experiment with storytelling and worldling practices as a means to open up generative possibilities to encounter and reconfigure difficult knowledges. We take two contemporary events, the 2017 Grenfell Tower fire tragedy in London and the 2018 Marjory Stoneman Douglas High School shooting massacre in Florida, as a means to attend to ways in which affects are materialised across multiple times and spaces. News reports of these harrowing events, alongside what they produced in terms of child activism, racism and toxic masculinity, provided a catalyst for a feminist new materialist experiment in generating other knowledges through material-affective-embodied encounters. Newspapers, glue, sticky tape, string, torches, bags and a cartridge for a firearm were used in important work within a speculative workshop, where a small number of early childhood researchers came together to be open to multiple and experimental ways of (k)not-knowing to formulate collectively shared problems. Following Manning (2016), we recognise that to avoid getting stuck in familiar ways of thinking and doing we need to undertake research differently. We wondered how the re-materialisation of these events (through objects, artefacts, sounds and images) might shift our thinking about childhood in other directions. We dwell upon the affective work that these high-profile news events perform and how they might become rearticulated through affective encounters with materiality. Attending to how these events worked on us involves staying with the trouble (Haraway, 2016) as it becomes reignited, mutated and amplified across time and in different contexts. Our goal is to generate other possibilities that seek to reconfigure the ‘image of the child’. By resisting comforts of recognition, reflection and identification, we reach beyond what we think we know about how children are in the world and instead argue for their entanglement with difficult knowledges through our and their world-making practices.

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