SCHOOL VIOLENCE REPORTED SCHOOL SHOOTINGSAND MAKING SCHOOLS S.docx

SCHOOL VIOLENCE: REPORTED SCHOOL SHOOTINGS
AND MAKING SCHOOLS SAFER
R
osalind
D
uplechain
,
P
h
D
University of West Georgia
R
obert
M
orris
,
P
h
D
University of West Georgia
This manuscript consists of three sections. Section one provides
his-
torical data on some 310 documented shootings that have taken
place
on school property within the United States. Section two
discusses
numerous risk factors associated with school shooters. Section
three
discusses numerous strategies for creating safe schools.
Key words: U.S. schools shootings, risk factors of school
shooters,

creating safe schools
School shootings are most commonly
committed by either a student who goes to
the school or by an intruder from off campus
who has a connection to someone within a
particular school. From 1760 until 2010, in the
United States alone, there have been more than
310
documented shootings on school property.
These researchers have gathered the following
historic data about these schools shootings:
Table 1.
Reported School Shootings in U.S.
*
Period of Time
Total Number of
School Shootings
)
1900 (140 year period
1760 -
25
)
1900 -
39
1930 -
)
45
)
1960 -
53
— 2014 (24 year period

)**
1990
190
These data were collected from various newspa-
per reports.
** Last count was October 24, 2014.
It is worth noting that America has wit-
nessed four major school shootings in re-
cent years - one at a university and three at
K-12 schools (public and private). In 1999,
Columbine High School was number 204
out of these 300 plus incidents. In 2006, the
Amish schoolhouse was number 236. In 2007,
Virginia Tech was number 242. In 2012, San-
dy Hook Elementary School was number 300.
Since 2010, there have been at least 80
more school shootings. That’s an average of
school shootings per year from 2010 to
20
. The number of deaths in these addi-
2014
tional school shootings is 86. Twenty-seven
deaths were reported for Newton, CT alone.
These figures are staggering even though
violent deaths at our schools account for less
than 1% of the homicides and suicides among
children ages 5 to 18 in the United States.
These types of tragedies touch the hearts
of every American and it is time to better un-
derstand the particulars of the most horrible
of forms of school violence, school shootings.
Behaviors and Risk Factors of School
Shooters
There are several behaviors—risk fac-
tors—of school shooters. All school person-

nel should be aware of these risk factors as
many of them are understandable and easy to
identify.
145
146 / Education Vol. 135 No. 2
Bullying. Of course bullying and school shootings are directly
linked to each other. Research by Crawford in 2001 reported
that of the 37 school shootings he identified and studied, 75%
of the school shooters felt bullied, threatened, or were attacked
or injured by others. Several of the shooters he reported on said
they experienced long-term bullying and harassment from their
peers. J. Klein’s 2007 description of today’s school culture and
why school shootings take place is noteworthy:
In every school shooting, boys targeted girls who rejected them,
boys who called them “gay” or otherwise belittled them and
other student’s at the top of the school’s hierarchy—white,
wealthy, and athletic—and then shot down other students in the
effort to reinstate their injured masculinity. In high schools as
well as colleges, popular kids tend to be wealthier and the boys
at the top of the school caste are often perceived as “jocks”.
Those that do not fit into these categories are often teased, or
seen as relatively unimportant or even invisible. The boys who
killed generally came from less wealthy backgrounds than those
they targeted and almost all of them specifically aimed at those
perceived as wealthy and popular; the “jocks and preps” in the
school who were also the ones who bullied them (Klein, 2007).
School personnel too often accept that children get teased and
bullied every day, because teachers, parents, students, and other
adults have grown up thinking that bullying is a normal part of
school life. It has too easily become an accepted part of today’s
school culture.
Many people believe that school shooters are deranged
individuals when actually they are retaliating against the pain
they have felt on a daily basis. Those who solely blame mental
illnesses miss the real concerns and effect of bullying. These
individuals are severely troubled (Klein, 2007).

Of course it’s easy to blame the shooters, but most of the
shooters reached out to someone before the event ever took
place. As Crawford noted: “In more than 80% of the cases [he
studied], at least one person knew the attacker was planning
something; two or more people knew in almost 60 percent of the
cases” (Crawford, 2002, p. 64). Crawford also noted that most
of the attacks he reviewed were planned events and not
spontaneous. This ultimately means that adults and other
students have to be listening closely to the messages that
individuals in distress are sending. In most cases that message
is “stop the bullying”!
The Individual, The Family, and Society. Aside from bullying
being a major risk factor leading to school shootings, there are
other risk factors involved. At least two studies have compiled a
list of risk factors and categorized them.
Study 1. The Center for Disease and
Control (CDC) lists three categories of risk factors that they say
demonstrate a history of violent incidents in our schools
(Understanding School Violence, 2008):
Some personal risk factors that can lead to violent incidents in
school include:
· Attention deficits; hyperactivity or learning disorder; history
of early aggressive behavior; association with delinquent peers;
involvement in gangs, drugs, alcohol, or tobacco; poor IQ; poor
academic performance; low commitment to school; poor
behavioral control; deficits in social, cognitive, or information
processing abilities; high emotional distress; antisocial beliefs
and attitudes; social rejection by peers; and exposure to
violence and conflicts in the family.
School Violence: R eported School Shootings And M aking
Schools S afer / 1 4 7
Some familial risk factors that can lead to violent incidents in
school include:
· Harsh, lax, or inconsistent disciplinary practices; low parental

involvement; low emotional attachment to parents or caregivers;
low parental education and income; parental substance abuse or
criminality; poor family functioning; and poor monitoring and
supervision of children.
Some community and societal risk factors that could lead to
violent incidents in school include:
· Diminished economic opportunities, high concentrations of
poor residents, high level of transiency, high level of family
disruption, low levels of community participation, and socially
disorganized neighborhoods.
Study 2. In 2005, Lisa Snell and Alexander
Volockh also studied school violence patterns and outlined a
few of the most important things that lead to violence in
schools. They are:
· Poverty, which lays a foundation of anger and discontent;
· Illegitimacy and the breakdown of families, which led children
to seek the stability and caring environment of gangs;
· Domestic violence and child abuse, which foster learning and
behavior problems, frustration, and retaliation;
· Society-wide violence rates and juvenile violence rates, which
spill over into the school;
· The drug culture and its violent distribution network, which
encourage students to arm themselves;
· Immigration, especially from countries where formal
education is less valued;
· Population mobility, which creates an atmosphere of
anonymity;
· Discrimination, which exacerbates the frustration and anger of
minority students.
· Violent cultural imagery, from TV shows to sympathetic news
coverage of militaristic foreign policy, which numbs children to
the effects of violence;
· Materialism and advertising, which creates a culture where
children are manipulated and feel exploited;
· Competitiveness and high parent expectations, which make
children, lose the identity and uniqueness of childhood before

their time.
A closer look at both lists points to the role individual
experiences and the role family and society can play in
violence.
Relationships and Past Traumas. A deeper look at both lists of
risk factors also points to the role relationships and past
experiences of trauma can play in school shootings. For
example, the lack of attachment with their parents or caregivers
at the beginning of their life has contributed to some of the
actions of school shooters. Seung-Hui Cho, who was the shooter
in the Virginia Tech Massacre on April 16, 2007 suffered from
this kind of risk factor. Chou did not communicate with his
parents and those around him (Manthley, 2007). Most of the
shooters either had a very poor relationship with their parents or
had no relationship at all.
Also, some of the shooters the CDC analyzed were from
dysfunctional home environments. They were often unhappy
with themselves, fearful and afraid of the future, or concerned
they would die with no identity.
Finally, a recent traumatic event can also be a risk factor for an
already troubled student. Some of the shooters, as identified by
the Center of Disease and Control, were rejected by a school in
various ways: not being able to graduate, given a failing grade,
or not being admitted into the post-secondary school of their
choice.
Brain Development. There is a good possibility the research
being done by Joe Manley has identified yet another risk factor
of school shooters: a link between the psychological effects of
the lack of attachment and how the brain develops. Manley’s
work was reported in Men’s Daily News in 2007. In an article
titled “Risk Factors in School Shootings” Manley notes that his
work demonstrates that there is compelling evidence that the
human brain has a specialized region for making personal and
social decisions. This region is located in the frontal lobes at
the top of the brain and is connected to deeper brain regions

that store emotional memories. In his discussion he notes that
boys suffer the majority of childhood brain disorders and
diseases, many of which eventually translate into immoral and
undisciplined behavior. These disorders, according to Manthey,
affect the male’s brain and specifically their self-control. Of
course Manthey’s work is speculative, but very insightful for a
number of the issues surrounding the violence demonstrated by
a number of the shooters of recent years.Creating Safe Schools
The major intent of this paper is not to dwell on the extent
and/or depth of what is the makeup of school shooters, but it is
more to give insight into how to create a safe school and a safe
school environment. It’s interesting to note that today’s schools
face many different problems from those of sixty years ago.
Lisa Snell and Alexander Volockh (2005) describe how the top
three disciplinary problems public schools faced in the 1950’s
were talking out of turn, chewing gum and students making too
much noise. Today the top three problems schools face are drug
abuse, alcohol abuse, and pregnancy. Crime and violence have
infiltrated our schools, and educators have been forced to
change the way they discipline and monitor their schools.
Today’s school administrators are doing many things to foster a
positive, safe environment, and most are accomplishing this end
in a variety of different ways other than turning their school
into an armed fortress. It’s also interesting to note how that the
federal government’s response to school security has been
dismal. Redlener even reports in 2006 that federal funds to
improve school security have been severely cut back, with fewer
than two percent of the nation’s school districts having received
emergency-response grants from the U.S. Department of
Education (Redlener, 2006).
So what can schools do for themselves to create safer
environments? What kinds of “home grown strategies” make
sense, and how do we keep from making our schools armed
camps? According of Redlener (2006), the common sense steps
that should be taken are:
· Points of entry into schools or school grounds need to be

limited and controlled, and staffed by an adult trained to
determine if potential visitors belong there or not.
· Wireless panic alarms need to be made available in every
school. If a situation warranting concern arises, an alarm could
be sounded to simultaneously alert the school and local law-
enforcement officials.
· Schools need to have strategically placed telephones for
making all calls.
· Relationships between school officials and local law-
enforcement and first-responder agencies need to be established
long before disaster strikes.
Response protocols should be clear and understood by all
parties.
School Violence: Reported School Shootings And Making
Schools Safer /149
· Teachers and students need to become “situationally aware” -
they need to notice and report any behavior among their peers
that seem concerning, or the presence of people who do not
belong in the school at all.
· Parents need to be the main advocates pushing educators and
elected officials to do whatever is necessary to improve the
security of their schools.
These steps or guidelines for making your school safes are not
unknown to most nor confusing, but they do help us rethink and
reevaluate our schools and their environments. One interesting
guideline from above has to do with communicating and
working with law-enforcement and first-responders. This area
for proactive engagement is a must for creating that newer
version of safety in our schools. Even though there will never
be the school or school system that can prevent every
conceivable act of violence, there are actions on the part of
school administrators that can help discourage or reduce the
chances of a violent school attack, and that is well worth

investments of time and money.
Other insights about creating a safe school environment come
from the work of Snell and Volokh (2005). Meant to be
preventative in nature, they tell us that there are actually three
different types or groups of programs that currently exist. Here
are some summary remarks about each.
· School-management based programs that look within the
school itself and its student body - These kinds of programs
focus on alternative schooling and integrating law enforcement
within the educational programs.
· School-management programs that look to environmental
modifications - These kinds of programs basically seek to
change students’ social environment. These programs literally
attempt to make schools safer through cameras and metal
detectors. They also focus on after school programs and a
decrease in school size.
· School-management programs that are educational and more
curriculum-based programs - These programs are the least
drastic overall, working inside of the existing curricular
framework through “violence awareness education” and
“developing appropriate life skills”.
In the end, the program a school utilizes or the manner it
operates to combat violence depends on the type of school and
the type of students attending that school. These authors do feel
that incentives for good behavior and attendance as well as
punishments for bad behavior are important aspects. Sound
school discipline is by nature a system based on good decisions
and bad decisions, but always reacting with appropriate
demeanor and always making sure that the students understand
what is expected of them.
Student Profiling? One other possibility for creating a safe
school environment, and many individuals think is a reasonable
action, is to develop a school shooter’s profile. Typically, a
school shooter’s profile would include ideas and signs such as
students who wear all black and are always alone. It would also
include students who do little talking, fail then- classes, come

from dysfunctional homes, and were abused when they were
younger.
The facts on profiling however, point to something entirely
different. Many of the schools shooters studied came from ideal
families. They were on honor rolls, and were often enrolled in
higher level classes. A few of them were failing their classes
and had disciplinary record, but only a few. Also it is important
to remember that not every student who is a loner will be a
killer, and that not
1 5 0 /Education Vol. 135 No. 2
every killer is considered a loner. The point is there is no clear
and concise mold that these shooters can easily fit into, which
of course would make it easy to pick them out of a crowd
(Dolan, 2005).
This being said, there is at least one warning signal - one
critical sign for which school administrators, faculty, and staff
need to watch and listen. According to Dolan (2005), this
warning sign is if a student talks about killing. This may even
include the killing of animals and their mutilation. The theme of
killing may even appear in student work assignments and
artwork. Regardless of this student’s popularity status or if he
or she seems to be joking, Dolan advises: Take this student
seriously!
As previously stated: “In more than 80% of the cases, at least
one person knew the attacker was planning something; two or
more people knew in almost 60 percent of the cases” (Crawford,
2002, p. 64). This means that everyone needs to be listening
closely to the messages that distressed students are sending.A
Final Word
School violence is something that will continue to exist. But
that doesn’t mean that school administrators, faculty, and staff
can do nothing to curb it. There are still proactive things to
keep it from happening. This paper discussed at least six “home
grown strategies” (Redlener, 2006) and at least three school-
management based programs (Snell & Volokh, 2005) that can be
used to make our schools safer without making our schools

armed camps or resorting to useless shooter profiles.
Administrators need to use these ideas to establish and publicize
a school safety plan for potential school shootings (Redlener,
2006).
But perhaps the simplest prevention of all comes from the ideas
of Redlener (2006) and Dolan (2005). In school environments,
everyone - school administrators, faculty, staff, and students -
has the job of looking and listening closely for students who
talk about killing and for school visitors who do not belong, and
of notifying school administrators. Situational awareness is
critical (Dolan, 2005; Redlener, 2006). Administrators need to
establish and publicize an open door policy for such
communication.References
(2008), Understanding school violence. From Center for Disease
and Control Web site: http://www.cdc/gov/
ncips/dvp/YVP/SV_FactSheet.pdf.
Crane, G (2006). Basic facts about school shootings. From
Response Options Web site: http://www.re-
sponseoptions.com/basicfacts.html.
Crawford, n. (2002). New ways to stop bullying. Monitoron
Psychology. 33, 64.
Cromwell, S. (2006). Stop bullying before it starts. Education
World, from http://www.educationworld.com/
aadmin/admin/adminl 17.shtml.
Dolan, S. (2005). School violence, from University of
Michigan: Sitemaker Web site: http://sitemaker.
umich.edu/356.dolan/who_s_a_school_shooter.
Klein, J (2007). Bully rage: Comon school-shooter misery.
From The Huffington Post Web site: http://www.
huffingtonpost.com/jessie-klein/bully-rage-common- school b
46548.html.
Manthley, J. (2007). Risk factors in school shootings:
Lack of attachment is a common thread with boys and violent
behavior, from Men's News Daily Web site:
http://mensnewsdaily.com/2007/09/08/riskfactors-in-school-
shootings-lack-of-attachment-is-a- common-thread-with-boys-

and-violent-behavior.
Redlener, E. (2006). How to make school safer.
Time, from http://time.com/time/nation/arti-
cle/0,8599,1543803,00.html.
Snell, L. & Volokh, A. (2005). School violence prevention:
Strategies to keep school safe. From http://
www.rppi.org/ps234/.
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AND MAKING SCHOOLS SAFER
R o s a lin d D u ple c h a in , PhD
University o f West Georgia
R o b er t M o r r is, P hD
University o f West Georgia
This manuscript consists o f three sections. Section one
provides his-
torical data on some 310 documented shootings that have taken
place
on school property within the United States. Section two
discusses
numerous risk factors associated with school shooters. Section
three
discusses numerous strategies for creating safe schools.
Key words: U.S. schools shootings, risk factors o f school

shooters,
School shootings are most commonly
committed by either a student who goes to
the school or by an intruder from off campus
who has a connection to someone within a
particular school. From 1760 until 2010, in the
United States alone, there have been more than
310 documented shootings on school property.
These researchers have gathered the following
historic data about these schools shootings:
Table 1. Reported School Shootings in U.S. *
Period o f Time
Total Number of
School Shootings
1760 - 1900 (140 year period) 25
1900 - 1930 (30 year period) 39
1930 - 1960 (30 year period) 45
1960 - 1990 (30 year period) 53
1990 — 2014 (24 year period)** 190
T h e s e data were collected from various newspa-
per reports.
** Last count was October 24, 2014.
It is worth noting that America has wit-
nessed four major school shootings in re-
cent years - one at a university and three at
K-12 schools (public and private). In 1999,

Columbine High School was number 204
out o f these 300 plus incidents. In 2006, the
Amish schoolhouse was number 236. In 2007,
Virginia Tech was number 242. In 2012, San-
dy Hook Elementary School was number 300.
Since 2010, there have been at least 80
more school shootings. That’s an average of
20 school shootings per year from 2010 to
2014. The number o f deaths in these addi-
tional school shootings is 86. Twenty-seven
deaths were reported for Newton, CT alone.
These figures are staggering even though
violent deaths at our schools account for less
than 1% o f the homicides and suicides among
children ages 5 to 18 in the United States.
These types o f tragedies touch the hearts
o f every American and it is time to better un-
derstand the particulars o f the most horrible
o f forms o f school violence, school shootings.
Behaviors and Risk Factors of School
Shooters
There are several behaviors— risk fac-
tors— of school shooters. All school person-
nel should be aware o f these risk factors as
many o f them are understandable and easy to
identify.
145

Bullying. O f course bullying and school
shootings are directly linked to each other.
Research by Crawford in 2001 reported that
o f the 37 school shootings he identified and
studied, 75% o f the school shooters felt bul-
lied, threatened, or were attacked or injured by
others. Several o f the shooters he reported on
said they experienced long-term bullying and
harassment from their peers. J. Klein’s 2007
description o f today’s school culture and why
school shootings take place is noteworthy:
In every school shooting, boys target-
ed girls who rejected them, boys who
called them “gay” or otherwise belit
tled them and other student’s at the
top o f the school’s hierarchy— white,
wealthy, and athletic— and then shot
down other students in the effort to
reinstate their injured masculinity.
In high schools as well as colleges,
popular kids tend to be wealthier and
the boys at the top o f the school caste
are often perceived as “jocks”. Those
that do not fit into these categories
are often teased, or seen as relatively
unimportant or even invisible. The
boys who killed generally came from
less wealthy backgrounds than those
they targeted and almost all o f them
specifically aimed at those perceived
as wealthy and popular; the “jocks and
preps” in the school who were also the
ones who bullied them (Klein, 2007).

School personnel too often accept that chil-
dren get teased and bullied every day, because
teachers, parents, students, and other adults
have grown up thinking that bullying is a nor-
mal part o f school life. It has too easily become
an accepted part o f today’s school culture.
Many people believe that school shoot-
ers are deranged individuals when
actually they are retaliating against
the pain they have felt on a daily ba-
sis. Those who solely blame mental
illnesses miss the real concerns and ef-
fect o f bullying. These individuals are
severely troubled (Klein, 2007).
O f course it’s easy to blame the shoot
ers, but most o f the shooters reached out to
someone before the event ever took place. As
Crawford noted: “In more than 80% o f the
cases [he studied], at least one person knew
the attacker was planning something; two or
more people knew in almost 60 percent o f the
cases” (Crawford, 2002, p. 64). Crawford also
noted that most o f the attacks he reviewed
were planned events and not spontaneous.
This ultimately means that adults and other
students have to be listening closely to the
messages that individuals in distress are send-
ing. In most cases that message is “stop the
bullying” !
The Individual, The Family, and Soci-
ety. Aside from bullying being a major risk
factor leading to school shootings, there are

other risk factors involved. At least two stud-
ies have compiled a list o f risk factors and
categorized them.
Study 1. The Center for Disease and
Control (CDC) lists three categories o f risk
factors that they say demonstrate a history of
violent incidents in our schools (Understand-
ing School Violence, 2008):
Some personal risk factors that can lead to
• Attention deficits; hyperactivity or
learning disorder; history o f early
aggressive behavior; association
with delinquent peers; involvement
in gangs, drugs, alcohol, or tobacco;
poor IQ; poor academic performance;
low commitment to school; poor
behavioral control; deficits in social,
cognitive, or information processing
abilities; high emotional distress;
antisocial beliefs and attitudes; social
rejection by peers; and exposure to
violence and conflicts in the family.
S c h o o l V io le n c e : R e p o r t e d S c h o o l S h o o t in
g s A n d M a k in g S c h o o ls S a f e r / 1 4 7
Some familial risk factors that can lead to
• Harsh, lax, or inconsistent disciplinary

practices; low parental involvement;
low emotional attachment to parents
or caregivers; low parental education
and income; parental substance abuse
or criminality; poor family function-
ing; and poor monitoring and supervi-
sion o f children.
Some community and societal risk factors
that could lead to violent incidents in school
include:
• Diminished economic opportunities,
high concentrations o f poor residents,
high level o f transiency, high level
o f family disruption, low levels o f
community participation, and socially
disorganized neighborhoods.
Study 2. In 2005, Lisa Snell and Alexander
Volockh also studied school violence patterns
and outlined a few of the most important things
that lead to violence in schools. They are:
• Poverty, which lays a foundation of
anger and discontent;
• Illegitimacy and the breakdown of
families, which led children to seek
the stability and caring environment
o f gangs;
• Domestic violence and child abuse,
which foster learning and behavior
problems, frustration, and retaliation;

• Society-wide violence rates and juve-
nile violence rates, which spill over
into the school;
• The drug culture and its violent dis
tribution network, which encourage
students to arm themselves;
• Immigration, especially from coun
tries where formal education is less
valued;
• Population mobility, which creates an
atmosphere o f anonymity;
• Discrimination, which exacerbates
the frustration and anger o f minority
students.
• Violent cultural imagery, from TV
shows to sympathetic news coverage
o f militaristic foreign policy, which
numbs children to the effects of
violence;
• Materialism and advertising, which
creates a culture where children are
manipulated and feel exploited;
• Competitiveness and high parent ex
pectations, which make children, lose
the identity and uniqueness o f child-
hood before their time.
A closer look at both lists points to the role
individual experiences and the role family

and society can play in violence.
Relationships and Past Traumas. A
deeper look at both lists o f risk factors also
points to the role relationships and past ex-
periences o f trauma can play in school shoot-
ings. For example, the lack o f attachment with
their parents or caregivers at the beginning of
their life has contributed to some o f the ac-
tions o f school shooters. Seung-Hui Cho, who
was the shooter in the Virginia Tech Massacre
on April 16, 2007 suffered from this kind o f
risk factor. Chou did not communicate with
his parents and those around him (Manthley,
2007). Most o f the shooters either had a very
poor relationship with their parents or had no
relationship at all.
Also, some o f the shooters the CDC an-
alyzed were from dysfunctional home en-
vironments. They were often unhappy with
themselves, fearful and afraid of the future,
or concerned they would die with no identity.
Finally, a recent traumatic event can also
be a risk factor for an already troubled stu-
dent. Some o f the shooters, as identified by
the Center o f Disease and Control, were re-
jected by a school in various ways: not being
able to graduate, given a failing grade, or not
being admitted into the post-secondary school

o f their choice.
Brain Development. There is a good pos-
sibility the research being done by Joe Manley
has identified yet another risk factor o f school
shooters: a link between the psychological
effects o f the lack o f attachment and how the
brain develops. Manley’s work was reported
in M en’s Daily News in 2007. In an article
titled “Risk Factors in School Shootings”
Manley notes that his work demonstrates that
there is compelling evidence that the human
brain has a specialized region for making
personal and social decisions. This region is
located in the frontal lobes at the top o f the
brain and is connected to deeper brain regions
that store emotional memories. In his discus-
sion he notes that boys suffer the majority o f
childhood brain disorders and diseases, many
o f which eventually translate into immoral
and undisciplined behavior. These disorders,
according to Manthey, affect the male’s brain
and specifically their self-control. O f course
Manthey’s work is speculative, but very in
sightful for a number o f the issues surround-
ing the violence demonstrated by a number of
the shooters o f recent years.
Creating Safe Schools
The major intent o f this paper is not to
dwell on the extent and/or depth o f what is
the makeup o f school shooters, but it is more
to give insight into how to create a safe school
and a safe school environment. It’s interest
ing to note that today’s schools face many

different problems from those o f sixty years
ago. Lisa Snell and Alexander Volockh (2005)
describe how the top three disciplinary prob-
lems public schools faced in the 1950’s were
talking out o f turn, chewing gum and students
making too much noise. Today the top three
problems schools face are drug abuse, alcohol
abuse, and pregnancy. Crime and violence
have infiltrated our schools, and educators
have been forced to change the way they dis-
cipline and monitor their schools.
Today’s school administrators are doing
many things to foster a positive, safe environ-
ment, and most are accomplishing this end in
a variety o f different ways other than turning
their school into an armed fortress. It’s also
interesting to note how that the federal gov-
ernment’s response to school security has
been dismal. Redlener even reports in 2006
that federal funds to improve school security
have been severely cut back, with fewer than
two percent o f the nation’s school districts
having received emergency-response grants
from the U.S. Department o f Education
(Redlener, 2006).
So what can schools do for themselves
to create safer environments? What kinds o f
“home grown strategies” make sense, and how
do we keep from making our schools armed
camps? According o f Redlener (2006), the
common sense steps that should be taken are:
• Points o f entry into schools or school

grounds need to be limited and con-
trolled, and staffed by an adult trained
to determine if potential visitors be-
long there or not.
• Wireless panic alarms need to be
made available in every school. If a
situation warranting concern arises,
an alarm could be sounded to simul-
taneously alert the school and local
law-enforcement officials.
• Schools need to have strategically
placed telephones for making all calls.
• Relationships between school offi
cials and local law-enforcement and
first-responder agencies need to be es-
tablished long before disaster strikes.
Response protocols should be clear
and understood by all parties.
School Violence: Reported School Shootings And Making
Schools Safer / 1 4 9
• Teachers and students need to become
“situationally aware” - they need to
notice and report any behavior among
their peers that seem concerning, or
the presence o f people who do not
belong in the school at all.
• Parents need to be the main advocates
pushing educators and elected offi-

cials to do whatever is necessary to
improve the security o f their schools.
These steps or guidelines for making your
school safes are not unknown to most nor
confusing, but they do help us rethink and re-
evaluate our schools and their environments.
One interesting guideline from above has to
do with communicating and working with
law-enforcement and first-responders. This
area for proactive engagement is a must for
creating that newer version o f safety in our
schools. Even though there will never be the
school or school system that can prevent ev-
ery conceivable act of violence, there are ac-
tions on the part of school administrators that
can help discourage or reduce the chances o f
a violent school attack, and that is well worth
investments o f time and money.
Other insights about creating a safe school
environment come from the work o f Snell
and Volokh (2005). Meant to be preventative
in nature, they tell us that there are actually
three different types or groups o f programs
that currently exist. Here are some summary
remarks about each.
• School-management based programs
that look within the school itself and
its student body - These kinds o f pro-
grams focus on alternative schooling
and integrating law enforcement
within the educational programs.
• School-management programs that

look to environmental modifications
- These kinds o f programs basical-
ly seek to change students’ social
environment. These programs liter-
ally attempt to make schools safer
through cameras and metal detectors.
They also focus on after school pro-
grams and a decrease in school size.
• School-management programs that
are educational and more curricu-
lum-based programs - These pro-
grams are the least drastic overall,
working inside o f the existing cur-
ricular framework through “violence
awareness education” and “develop
ing appropriate life skills”.
In the end, the program a school utilizes
or the manner it operates to combat violence
depends on the type o f school and the type o f
students attending that school. These authors
do feel that incentives for good behavior and
attendance as well as punishments for bad
behavior are important aspects. Sound school
discipline is by nature a system based on good
decisions and bad decisions, but always react-
ing with appropriate demeanor and always
making sure that the students understand what
is expected o f them.
Student Profiling? One other possibility
for creating a safe school environment, and
many individuals think is a reasonable action,
is to develop a school shooter’s profile. Typi

cally, a school shooter’s profile would include
ideas and signs such as students who wear all
black and are always alone. It would also in-
clude students who do little talking, fail then-
classes, come from dysfunctional homes, and
were abused when they were younger.
The facts on profiling however, point to
something entirely different. Many o f the
schools shooters studied came from ideal
families. They were on honor rolls, and were
often enrolled in higher level classes. A few
o f them were failing their classes and had
disciplinary record, but only a few. Also it is
important to remember that not every student
who is a loner will be a killer, and that not
1 5 0 / Education Vol. 13 5 No. 2
every killer is considered a loner. The point is
there is no clear and concise mold that these
shooters can easily fit into, which of course
would make it easy to pick them out of a
crowd (Dolan, 2005).
This being said, there is at least one
warning signal - one critical sign for which
school administrators, faculty, and staff need
to watch and listen. According to Dolan
(2005), this warning sign is if a student talks
about killing. This may even include the
killing of animals and their mutilation. The
theme of killing may even appear in student
work assignments and artwork. Regardless

of this student’s popularity status or if he or
she seems to be joking, Dolan advises: Take
this student seriously!
As previously stated: “In more than 80%
of the cases, at least one person knew the at-
tacker was planning something; two or more
people knew in almost 60 percent of the cas-
es” (Crawford, 2002, p. 64). This means that
everyone needs to be listening closely to the
messages that distressed students are sending.
A Final Word
School violence is something that will
continue to exist. But that doesn’t mean that
school administrators, faculty, and staff can
do nothing to curb it. There are still proac-
tive things to keep it from happening. This
paper discussed at least six “home grown
strategies” (Redlener, 2006) and at least
three school-management based programs
(Snell & Volokh, 2005) that can be used to
make our schools safer without making our
schools armed camps or resorting to useless
shooter profiles. Administrators need to use
these ideas to establish and publicize a school
safety plan for potential school shootings
(Redlener, 2006).
But perhaps the simplest prevention of all
comes from the ideas of Redlener (2006) and
Dolan (2005). In school environments, every-
one - school administrators, faculty, staff, and
students - has the job of looking and listening

closely for students who talk about killing and
for school visitors who do not belong, and of
notifying school administrators. Situational
awareness is critical (Dolan, 2005; Redlen-
er, 2006). Administrators need to establish
and publicize an open door policy for such
communication.
References
(2008), Understanding school violence. From Center for
Disease and Control Web site: http://www.cdc/gov/
ncips/dvp/YVP/SV_FactSheet.pdf.
Crane, G (2006). Basic facts about school shootings.
From Response Options Web site: http://www.re-
sponseoptions.com/basicfacts.html.
Crawford, n. (2002). New ways to stop bullying. Monitor
on Psychology. 33, 64.
Cromwell, S. (2006). Stop bullying before it starts. Edu-
cation World, from http://www.educationworld.com/
aadmin/admin/adminl 17.shtml.
Dolan, S. (2005). School violence, from University of
Michigan: Sitemaker Web site: http://sitemaker.
umich.edu/356.dolan/who_s_a_school_shooter.
Klein, J (2007). Bully rage: Comon school-shooter mis-
ery. From The Huffington Post Web site: http://www.
huffingtonpost.com/jessie-klein/bully-rage-com-
mon- school b 46548.html.
Manthley, J. (2007). Risk factors in school shootings:
Lack of attachment is a common thread with boys

and violent behavior, from Men's News Daily Web
site: http://mensnewsdaily.com/2007/09/08/risk-
factors-in-school-shootings-lack-of-attachment-is-a-
common-thread-with-boys-and-violent-behavior.
Redlener, E. (2006). How to make school safer.
Time, from http://time.com/time/nation/arti-
cle/0,8599,1543803,00.html.
Snell, L. & Volokh, A. (2005). School violence preven-
tion: Strategies to keep school safe. From http://
www.rppi.org/ps234/.
Inc. and its content may not be
copied or emailed to multiple sites or posted to a listserv
without the copyright holder's
download, or email articles for
individual use.
Record: 1
Title:
A radical step for school safety. (cover story)
Authors:
Chaddock, Gail Russell
Source:
Christian Science Monitor. 1/13/2000, Vol. 92 Issue 36, p1. 0p.
1 Color Photograph.
Document Type:
Article
Subject Terms:
*SCHOOL violence -- Prevention

*PSYCHODIAGNOSTICS
Abstract:
Reports the growing use of psychological profiles of students in
the United States as a way to prevent school violence.
Full Text Word Count:
1130
ISSN:
0882-7729
Accession Number:
2673103
Persistent link to this record (Permalink):
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Section:
USA
A RADICAL STEP FOR SCHOOL SAFETY
Districts begin to use psychological profiles of students in a
controversial attempt to prevent classroom violence.
Dateline: WASHINGTON
His profile is the Classroom Avenger: a boy from a
"dysfunctional" but "superficially normal" middle-class family

who goes on a shooting spree in a school. He's sensitive to
criticism, blames others for his problems, fights with his
parents and siblings, obsesses on violence, and knows his way
around a gun.
In a new and controversial move, US schools are beginning to
use such psychological profiling to ferret out students likely to
cause violence in the classroom.
To supporters, the technique, which has been widely used in law
enforcement to track odious criminals such as Ted Bundy and
the Unabomber, could prove invaluable in bringing a greater
sense of security to schools.
But the move is also raising questions about whether such
forensic dragnets could undermine the climate of learning in an
institution that aims to nurture kids. Critics argue that rumors
and suspicions can quickly harden into stigmas in the halls and
lunch rooms of a public school, and few tags are as hurtful as
that of suspected shooter.
"We don't want to turn schools into airports. We want schools to
be places where people trust each other," says Laurence
Steinberg, professor of psychology at Temple University in
Philadelphia.
School homicides are extremely rare events. A student has less
than a 1 in million chance of a school-associated violent death,
according to the US Department of Justice.
Nonetheless, since the 1999 shootings in Littleton, Colo.,
administrators have scrambled to reassure parents and the
community that safety is a priority - and Columbines won't
happen in their schools. As a result, a cottage industry of school
safety products is emerging, including psychological profiling.
Until recently, the technique has been virtually a taboo subject
in many public schools, since it has been often associated with
racial bias, especially in law enforcement. But there are signs
that it is now moving more into the mainstream.
· One of the most ambitious is Mosaic-2000, a computer-
assisted program that promises to equip schools with the same
law-enforcement methods used to evaluate threats to Hollywood

stars and US Supreme Court justices. It is currently field testing
in 25 public schools, mainly in the Los Angeles area.
· The FBI's National Center for the Analysis of Violent Crime
in Virginia will soon issue an analysis of school shootings that
targets "risk factors" to help schools identify potentially violent
students.
· Schools in Granite City, Ill., now require staff to report
students who fit an "at risk" profile, including writing essays
that "reflect anger, frustration, and the dark side of life" and a
"preference for television shows, movies, or music expressing
violent themes and acts."
School districts in Wallingford, Conn., and Dighton-Rehoboth,
Mass., are also developing districtwide profiles to target
potentially violent students.
"School is the workplace of children ... [and] the strategies
learned by industry and government should be available to
school administrators," says the promotional material for Gavin
de Becker Inc., a Los Angeles-based firm testing the Mosaic-
2000 program. The product claims to give school officials an
objective way to evaluate threats to school safety. The federal
Bureau of Alcohol, Tobacco & Firearms is also participating in
the project.
Mosaic developers call their program an "artificial intuition
system" or "mental detector." When a student makes a threat or
"otherwise comes to the attention of the school," officials can
use the program to ask questions and code an assessment. In an
early version of the program, students were then ranked on a
scale of 1 to 10 as a potential safety risk.
"Any kid who ends up scoring in a particularly critical
dimension on Mosaic-2000 is someone who is clearly struggling
and needs help," says James McGee, a developer of Mosaic
2000. If parents disagree with the assessment, then the school
has to decide whether to let the student back in school, he adds.
Mosaic-2000 field tests are just beginning and developers are
months from knowing what modifications are needed. Company
officials say the program profiles situations, not individuals -

and could even prevent schools from overreacting to a threat.
What troubles other risk-assessment experts is that the science
behind the weights and rankings in Mosaic 2000 is not available
for peer review. Because school shootings are rare, there's also
a danger of falsely identifying students who fit the profile but
will never commit a violent act.
"Research shows that it is virtually impossible to identify which
kids are going to commit violent acts without mistakenly
pointing to kids that won't," says Mr. Steinberg.
Such possibilities worry civil libertarians as well. "We're
concerned about decisions made to discipline students based on
the fact that they fit a profile that might include information as
disparate as what movies they watch and books they read and
whether parents have guns in the home," says Ann Beeson of
the American Civil Liberties Union in New York.
Some experts credit such programs with forcing people to
consider questions they might otherwise miss and to think more
systematically about threats. But they question whether there is
a valid research base for programs such as Mosaic-2000.
"The true test is whether they have any validity to predict who
goes on to commit these crimes or not. I don't know of any
research that has been done on that," says Edward Mulvey,
professor of law and psychiatry at the University of Pittsburgh.
School psychologists also caution that technology and forensics
are a poor substitute for better human relations in schools.
"Teasing in school today is far more dangerous than it was in
1960. There is more of it, and our society really communicates
to kids that violence is the way to react when you are picked
on," says Kevin Dwyer, president of the National Association of
School Psychologists.
Still, a growing number of school officials believe profiling is
not only appropriate, but necessary. In Wallingford, officials
are trying to glean a list of behaviors that can identify young
people with a "predisposition" to committing violence. The
profile will circulate among staff, parents, and older high school
students, who will be urged to report anyone who fits the

profile.
"It's profiling. I don't shy away from that word," says Joseph
Cirasuolo, Wallingford superintendent of schools. "We don't
think we'll be identifying many young people at all. But it is
useful for us to help identify youngsters who may have
difficulty where we can."
PHOTO (COLOR): SAFETY FIRST: A security offical at the
Miller Magnet School in Macon, Ga., uses a metal detector to
search students for weapons. A new industry of school-safety
products has emerged recently.
~~~~~~~~
By Gail Russell Chaddock, Staff writer of The Christian Science
Monitor
© 2000 The Christian Science Monitor (www.CSMonitor.com).
Limited electronic copying and printing is permitted under this
license agreement. Copies are for personal use only. For re-use
and publication permissions, please contact [email protected]
Record: 2
Title:
Changes to Tracking of School Violence.
Authors:
HARRIS, ELIZABETH A.
Source:
New York Times. 12/14/2016, Vol. 166 Issue 57446, pA25-A25.
1/4p.
Document Type:
Article
Subject Terms:
*SCHOOL violence
*PREVENTION
*SCHOOL administration
*RESTORATIVE justice
UNITED States
Abstract:

The article focuses on the efforts of tracking school violence in
New York, and talks of the tracking offences such as homicide,
kidnapping and bomb threats with the help of school reporting
system called Violent and Disruptive Incident Reporting system
(VADIR), role of school administrators for school safety, and
guidance to schools for restorative justice.
ISSN:
0362-4331
Accession Number:
120175003
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Record: 3
Title:
Planning for safer and better schools: School violence
prevention and intervention strategies.
Authors:
Stephens, Ronald D.
Source:
School Psychology Review. 1994, Vol. 23 Issue 2, p204. 12p. 5

Charts.
Document Type:
Article
Subject Terms:
*SCHOOL safety
Geographic Terms:
UNITED States
NAICS/Industry Codes:
611699 All Other Miscellaneous Schools and Instruction
611110 Elementary and Secondary Schools
236220 Commercial and Institutional Building Construction
Abstract:
Examines the essential aspects of school safety planning on
school violence in the United States. Evaluation objectives;
Assessment procedures; National mandate for safe school
planning; Safe school options.
6162
ISSN:
0279-6015
Accession Number:
9501303833
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violence prevention and intervention strategies.</a>
Database:
PLANNING FOR SAFER AND BETTER SCHOOLS: SCHOOL
VIOLENCE PREVENTION AND INTERVENTION
STRATEGIES
Abstract: This article reviews some essential aspects of school
safety planning. General evaluation objectives and assessment
procedures are discussed, as well as a safe school planning
process. Specific guidelines for handling violent incidents at
school are offered.
At no time in our nation's history has there been a more
challenging time to be an educator, both professionally and
personally. This changing climate in public education has
mandated both a broader understanding of culture and greater
skills in serving students who come to school with a host of
special needs. The climate of public education has especially
experienced dramatic changes in the demographic makeup of the
student population. Schools are serving more children of
teenage parents and more special education students than ever
before. Each of these changes is occurring within the context of
an increasingly violent society with seemingly fewer economic
resources to respond to these issues. As our schools must
address so many needs, personal safety has become a top
educational concern among students, parents, teachers, and
others.
The changing educational climate with its new challenges are
creating a "categorical imperative" to identify tools, strategies,
and model programs that enhance the safety and success of all
children and the professionals who serve them. Since young
people are required by law to attend school, then school
children must be provided with an environment that is safe,
secure, and peaceful.

A Recent National Mandate for Safe School Planning
Safe and drug-free schools have been the top concern of parents
for the past 3 years, according to Gallup polls regarding our
nation's six educational goals. The first five goals focus on
academic achievement and increasingly higher standards, but it
is the author's view that they cannot be achieved unless Goal
#6--creating safe and drug-free schools--is accomplished first.
The President and the Congress have recognized the importance
of this priority by the passage of the Safe Schools Act of 1994,
which provides funding and technical assistance to school
systems that wish to develop safe school plans. The concern for
safe schools also has penetrated federal drug-free schools
funding with the inclusion of violence prevention as a top
priority. These federal mandates, combined with increasing
demands by parents and the courts, are creating a compelling
need to place safe school planning on the educational agenda.
The courts now are asking school administrators, in light of the
increasing levels of serious school crime, "What are you doing
differently in 1994 that you were not doing in 1993?" The
failure to provide clear and reasonable answers in terms of staff
training, crisis planning, crime prevention through
environmental design, better communication systems, or
enhanced supervision can leave a district in a precarious
situation. This article synthesizes the results of more than 500
personal school safety site assessments that have been made
across the United States from Florida, Connecticut, California,
Washington, Texas, Wisconsin, and many other locations. The
suggestions represent the "art of the possible" in safe school
planning.
Tough Problems Demand Smart
Solution

s
Insuring the tranquillity and safety of our schools requires a
major strategic commitment. It involves placing school safety at
the top of the educational agenda. School systems around the
country are beginning to recognize that developing and
implementing a safe school plan is a critical and essential part
of this process. South Carolina, in 1992, was the first state to
mandate safe school planning and in 1982 the voters of
California overwhelmingly passed the Victim's Bill of Rights,
which established school safety as a constitutional right (Article
I, Section 28c). In addition, in 1984 the California State Board
of Education issued a policy paper that states:
The Board believes that a beginning step toward safer schools
and better school discipline and attendance is the development
of a comprehensive plan for school safety, discipline and
attendance by every public school and district in the state. The
plan should be developed as a part of ongoing district and
school planning efforts and should be reviewed and updated on
a regular basis. The State Board of Education intends that this
plan be developed cooperatively by parents, students, teachers,
administrators, counselors and commonly agencies, and
approved by the local school district governing board. The
Board also intends for school districts to establish working
relationships with law enforcement agencies, service agencies,
and parents which will provide safe and orderly schools,

improve attendance, and expand services to students and
parents.
Safe School Planning
As exemplified in the California School Board Policy, schools
will be increasingly expected to develop school safety plans. A
safe schools plan is a continuing, broad-based, comprehensive
and systematic process to create and maintain a safe, secure,
and welcoming school climate, free of drugs, violence, and fear.
This climate would promote the success and development of all
children and those professionals who serve them. Creating a
safe school plan requires a broad-based school/community team.
Leadership for this team could come from the superintendent of
schools, the police chief, the presiding juvenile judge, or any
other leader from a parent or community group. When the Safe
School Planning Team is mobilized, they meet to craft a site-
specific safety plan. one approach to safe school planning
incorporates the schedule shown in Table 1.
An important part of developing a safety plan is to conduct an
initial needs assessment. Some of the relevant questions for a
school safety planning team to consider, among others, are
shown in Table 2.
As a rough guideline for the planning team, the affirmative
answers to the questions in Table 2 can be multiplied by 5 and
summed. Scores of 0to 20 indicate that the school does not have
a significant school safety problem. If the scores range between

25 to 45, an emerging school safety problem may be present.
Scores of 50 to 70 indicate that there is a significant potential
for school safety problems and a safe school plan should be
given high priority. You are sitting on a ticking time bomb if
your score is over 70. Begin working on your safe school plan
immediately and get some outside help.
Conducting an assessment of your current situation is a critical
first step. In addition to addressing the questions listed in Table
1, a safe school assessment should include at least (a) a school
crime analysis, (b) student/staff/community survey, and (c)
focus groups. Implementing the latter two assessment activities
draws heavily upon the expertise of school psychologists.
A school crime analysis will provide valuable information about
the types of criminal and harrassment incidents occurring on
campus. The report should reflect the types of crimes, when and
where they occurred, who was involved and the action taken,
and other data. Crime analysis is extremely important in order
to determine the potential connection of one incident to other
incidents. For example, at one middle school, an administrator
found that nearly every time a fight occurred on campus it
involved a certain group of female students who had formed a
"dance club." Upon investigation, the administrators discovered
that it was really a new gang. The gang initiation rites required
the girls to beat up a certain number of people on campus,
vandalize a certain number of teachers" cars, or have sex with a

certain number of male students. By having a good crime
analysis system, the administrators were able to put a stop to
the emerging gang and create a legitimate dance club with a
faculty sponsor.
The second phase involves student, staff, and community
surveys. Surveys of attitudes are necessary because many
crimes are never reported. To rely exclusively on crime data
creates significant gaps. A survey also provides an opportunity
to evaluate perceptions and feelings that are equally important
issues to the safe school planning process. often the perceptions
of crime and violence become the realities.
The third and perhaps most critical aspect of the assessment
process is to conduct a series of focus groups with students,
staff, parents, law enforcement, and community leaders. Talking
with students is a particularly wonderful reality check. Students
are the recipients of the community systems and environments
that affect their daily lives at schools. Their insights are
invaluable in identifying the issues to be developed in the
strategic safe school planning process.
In addition to developing an initial safety plan, every school
should conduct an annual school safety assessment. A school
safety assessment is a strategic evaluation and planning tool
used to determine the extent of a school safety problem. It also
may focus on a much broader or comprehensive area of school
safety or school climate. Such an assessment could focus on

gangs, weapons in school, drug or alcohol abuse, school yard
bullying, site evaluation of facilities including landscape,
policies and procedures, compliance with local and state laws,
community support, parent attitudes, student attitudes and
motivation, or a variety of other areas that assess emerging
school climate trends.
A school safety assessment, in broadest terms, is a
comprehensive review and evaluation of the entire educational
program of a school or school district. These issues are
examined to ascertain how they affect school climate, school
attendance, personal safety, and overall school security. The
safety assessment includes: (a) a review of student discipline
problems, policies, procedures, and practices at both the school
site and district level; (b) an evaluation of the school safety
plan and the planning process; (c) an assessment of the
school/law enforcement partnership and the relationship with
local community leaders and resources; (d) a review of crime
prevention efforts with regard to environmental design; (e) a
review of employee recruiting, selection, supervision, and
training criteria as it pertains to school safety; (f) an assessment
of student activity and extracurricular programs; (g) a review of
the crisis response plan; (h) assessment of the educational plan
and its support for a positive school climate; and (i) a review of
other areas needed to evaluate the district or site.
The assessment is conducted in a systematic and comprehensive

way by interviewing selected members of the school community
and district personnel at all levels, which include but are not
necessarily limited to: students, parents, teachers, school
support staff, local law enforcement representatives, probation,
mental health, and other youth-serving professionals.
The uniqueness of a safe school plan is that it can include
whatever prevention or intervention strategies the local
community feels are important. Included in Table 3 are a variety
of program options that should be considered.
Some Safe School options
Although there is no guarantee that a school will ever be
completely violence free, it is first and foremost important to
make school safety a top agenda item. In addition, several
general preventive security measures will help to lessen the
chances of violence occurring on campus:
Create a climate of ownership and school pride. Every student
and staff member should be made to feel like a key part of the
school community. This is accomplished by involving every
person in the safe school planning process, including students,
parents, teachers, and community leaders. Establish home room
areas for safety and students. Encourage school-sponsored
groups and clubs to take ownership of specific hallways, display
areas, or other locations.
Establish a parents' center. A parent center should be
established on each campus that recruits, coordinates, and

encourages parents to participate in the educational process.
Possible activities include helping supervise hallways,
playgrounds, restrooms, or other trouble spots. Classroom
visitation and participation in special events is encouraged. A
special training program that outlines expectations and
responsibilities for parents in volunteer roles can be particularly
helpful
Target troublemakers. A small percentage of young people
create most of the school problems. There is a growing trend
among schools and juvenile-serving professionals to begin
sharing information about the serious misbehavior of juveniles.
In Sylmar, California, a junior high student nearly stabbed his
teacher to death. The student had a long history of misbehavior,
but no one at the school knew it because the juvenile justice
system typically treats each juvenile as a first time offender
every time an offense is committed. The California state
legislature decided to change the way business is done.
Consequently, Senate Bill 143 was passed mandating that the
principal inform the teacher of every student who has had a
background of criminal misbehavior. This action implies that
the court will notify the principal whenever a juvenile is
adjudicated. House Bill 23 in Texas (passed in 1993) requires
local law enforcement officials to verbally notify the
superintendent of schools within 24 hours of the arrest or
detention of a juvenile. Within 7 days school officials must

receive written notification. A similar information-sharing law
has been passed in Virginia, and such revisions are being
considered in several other states. once troublemakers are
targeted, supervision plans can be set in place that can help
prevent the youngsters from further victimizing themselves and
others.
Make the campus welcoming and safe before students come.
School safety leadership begins at the top. There is no question
that the best principals spend the majority of their time outside
their offices. Staying in tune and in touch cannot be
accomplished in a cloistered office. Principals and other school
staff will want to begin the day by greeting students at the front
door when they first arrive and by being present in the hall
during class changes. They will visit classrooms and attend
special events.
Establish a vibrant system of extracurricular programs. School
children need positive things to do. Without interesting and
challenging activities, students may fill the void with negative
activities.
Get parents on your side. School administrators cannot create
safe campuses alone. They need parent power. Work with
parents to convince them of your interest in their child's
success.
Make certain there is an active student component. Students
should be actively involved in their own safety and safe

planning, including learning conflict resolution techniques.
Most importantly, though, keep in touch with students. They are
among the best crime prevention advisors. They will tell you
about those areas of the campus they avoid and they will make
insightful suggestions on school crime prevention strategies.
Integrate into curriculum. Incorporate life skills curricula into
the course structure that focus on good decision making,
responsible citizenship, and conflict resolution. Young people
need to learn how to deal with conflict. School violence is the
tangible expression of unresolved conflict. If we can help
children identify and implement constructive conflict resolution
techniques, our campuses can be made much safer. Schools
should establish a curriculum committee to focus on teaching
students these important skills. A curriculum that emphasizes
courtesy and thoughtfulness will go a long way toward creating
a more positive and effective campus life.
Provide adequate adult supervision. Provide adequate adult
supervision. Children need continuous responsible supervision.
This may include teachers, administrators, parents, a campus
supervisor or law enforcement officers. A good ratio of students
to adults is 25:1 or less depending upon special needs.
Establish in-service training. Establish an ongoing professional
development and in-service training program for campus
supervisors. This would include training techniques in
classroom management, breaking up a fight, handling disruptive

parents and campus intruders, and a variety of other safe school
issues.
Implement staff screening process. Implement a thorough record
screening and selection process for teachers, staff, and campus
volunteers. Crime and violence is often promoted by the quality
and preparation of staff responsible for daily supervision.
Screening out prior felons and child molesters is essential.
Establish a campus intruder and visitor screening procedure. A
school administrator is responsible not only for keeping kids
away from trouble, but also for keeping trouble away from kids.
Having an effective visitor screening process will accomplish
that objective. A school security task force should be
established to identify what safety measures should be
implemented and how they might be accomplished.
Establish behavior guidelines. Establish clear behavior
guidelines, making certain they are clearly communicated,
consistently enforced, and fairly applied toward all students.
Posting the guidelines in prominent places and working with the
supervising staff to consistently enforce them is essential. We
tend to get not only what we expect and deserve, but also what
we allow.
Establish clear and reasonable dress codes. We tend to act the
way we dress. Gang attire, dress styles, or clothing with a
disruptive message or disruptive appearance should not be
tolerated (i.e., indicate why such clothes pose a real threat of

safety to the school and are not merely a reflection of adult
disapproval of youth fashion).
Mandate crime reporting and tracking. Creating a safe campus
requires continuous tracking and monitoring of school crime
problems. Analyzing when, where, why, and who is involved in
school crime incidents will provide information about campus
locations, individuals, and times that may require enhanced
supervision.
Establish a close law enforcement partnership. Include law
enforcement officials in your curriculum, supervision, and crisis
planning. Some of the most effective school peace officer
programs bring the officer in contact with children in the early
grades and allow the officer to follow the students through
elementary, middle, and high school. School peace officers are
able to do some of their best work after 4 to 5 years of knowing
the children and the community.
Establish a crisis response plan. Through responsible planning,
many potential problems can be avoided. However, there are
times when a crisis is unavoidable. There are two types of
schools: those that faced a crisis and those that are about to. A
good crisis plan focuses on crisis prevention, preparation,
management, and resolution. A good crisis plan also will
identify resources available through other community agencies.
Provide adequate support and protection for victims. once a
crime has been committed, victims need special attention and

support. School psychologists may provide this service at
school or help coordinate outreach to other community services.
This may require more than a single counseling session. It may
involve referral to a community service provider or ongoing
support by the district.
Closely supervise known juvenile offenders. Provide close
supervision, remedial training, and where feasible, require
restitution by the juvenile offender. Create a special supervisor
program for the repeat offender. This includes in school
suspension or a series of alternative schools within the district.
Establish collaborative partnerships. Create a partnership of
youth service professionals who can support and augment the
schools efforts to minimize school crime and campus disruption.
The partnership should include schools, law enforcement, health
and human services, courts, probation, prosecutor, department
of parks and recreation, parents, and business and community
leaders, among others.
Increase safety of school physical design. Promote crime
prevention through target hardening and environmental design.
Provide maximum supervision in heavy traffic areas. Provide
public telephones with dial-free connections to emergency
services in strategic locations. Relocate safe activities near
typical trouble spots. For instance, consider relocating a
psychologist or counselor office next to a corridor or locker bay
where problems have been occurring. Conduct ticket sales or

concession activities in or near problem areas. Eliminate
obstacles, such as trash cans and architectural barriers, that
block or inhibit the traffic flow, supervision, and surveillance.
Use parabolic/convex mirrors in stairwells and other locations
that require improved supervision.
Administrators taking charge. School site administrators must
acquire "crime-resistance savvy and take greater responsibility
in working with the school board and district to implement site
security programs. Students and staff will support thoughtful
leaders who have a clear sense of direction and purpose.
Establish school communication network. A state-of-the-art
school communication network should be established that links
classrooms and school yard supervisors with the front office or
security staff, as well as with local law enforcement and fire
departments.
Institute regular review programs. School staff should be
informed and regularly updated on safety plans through in-
service training. The training should include not only the
certified staff but also classified staff, including part-time
employees and substitute teachers.
Limit access to school grounds. Access points to school grounds
should be limited and monitored during the school day. A single
visitor entrance should be supervised by a receptionist or
security officer. Visitors must sign in at the reception area and
wear an identification pass. Delivery entrances used by vendors

also should be checked regularly.
Some Staff Preparation Strategies
As violence and intimidation have become a way of life on
many of our nation's campuses, educators are called upon more
to handle disruptive events. often, the only difference between a
violent outcome and a peaceful resolution is the application of a
few key principles and procedures. The following guidelines are
suggested as potential strategies for breaking up fights and
disarming a weapon-wielding student, 2 increasingly common
school violence incidents. How well we know our students and
the parents with whom we work may be the most critical factor
in our effectiveness to resolve conflict. People reflect our
attitudes and actions. As our own emotions escalate, others tend
to emulate what they see. As we deescalate, personal defenses
and aggression can be reduced. occasionally, there may be no
opportunity to deescalate, but most of the time that option is
available.
What can be done to calm a potentially volatile situation?
Guidelines for handling just such a situation are based on four
overriding strategic principles: (a) Evaluate, (b) Evacuate, (c)
Isolate, (d) Negotiate/Mediate. Most fights don't just happen-
emotions build and escalate until the situation explodes.
Children and educators need training in conflict resolution and
conflict management, and this provides a clear opportunity for
school psychologists to be a valuable school safety resource.

Some guidelines for handling school yard fights are shown in
Table 4.
Handling a weapon-wielding student requires a heightened level
of finesse and coordination, not to mention training and
fortitude. When the Chancellor of New York City Public
Schools first asked school security officers to check students
for guns, they said, "No way, that's dangerous business and
we're not paid enough to do it." At another urban school system
when a security aide was asked to remove a gun from a student,
he said, "Not for $4.25 an hour?" These statements reflect the
critical need for training, professionalism, and adequate
compensation to deal with this kind of assignment.
Summary
Safe school planning is a continuous process. It involves much
more than a single meeting and a plan relegated to a notebook.
The process must be broadly based and involve the entire
campus community. These strategies represent only the
beginning. School safety must be made a top priority throughout
the district.
School psychologists can play a vital role in helping
administrators identify top areas of student concerns and needs.
School psychologists and counselors are often the first line of
support in helping a youngster with a major behavioral problem
involving aggression or violence. When a safe and welcoming
school climate is created, students will bring to school

psychologists, counselors, and teachers a whole new series of
personal needs to fulfill. This increased demand for service is a
compliment to their effectiveness in responding to young
people. The bottom line is thoughtful and caring work leads to
heightened levels of service -- a wonderful challenge to us all as
we work to provide support for the success of all children.
Address correspondence concerning this article to Ronald D.
Stephens, National School Safety Center, Pepperdine
University, Malibu, CA 90263.
TABLE 1
Suggested Meeting and Topic Schedules for Safe School
Planning Process
First Meeting: Set the Context for the Community Systemwide
Response
· Ensure understanding and support
· Agree upon a list of participants
· Meet key participants
Second Meeting Problem Identification and Resource Inventory
· Describe the safe school planning process
· Develop a list of specific problems
· Select a problem for action
· Conduct an inventory of existing resources
Third Meeting: Analysis of Needs
· Review problem analysis and resource assessment
· Identify gaps in programming

· Brainstorm ideas
Fourth Meeting: Develop Implementation Plan
· Develop an implementation plan
· Identify barriers, needs for technical assistance, and resource
issues
· Obtain commitments
· Set monitoring procedures
Fifth Meeting (optional): Conference and Training Session
· Announce the program to the public
· Involve the media and opinion leaders
· Provide on-site training and technical assistance
(From Cities in Schools)
TABLE 2
Suggested Essential Questions for Initiating a School
Safety Planning Process
1. Has your community crime rate increased over the past 12
months?
· 2. Are more than 15% of your school's work order repairs
vandalism related?
· 3. Do you have an open campus?
· 4. Has there been a recent emergence of an underground
student newspaper?
· 5. Is your community transiency rate increasing?
· 6. Do you have an increasing presence of graffiti in your
school or community?

· 7. Do you have an increased presence of gangs in your
community?
· 8. Is your truancy rate increasing?
· 9. Are your suspension and expulsion rates increasing?
· 10. Have you had increased conflicts relative to dress styles,
food services, and types of music played at special events?
· 11. Do you have an increasing number of students on
probation at your school?
· 12. Have you had isolated racial fights?
· 13. Has the number of extracurricular programs and sports
activities been reduced at your school?
· 14. Has there been an increasing incidence of parents
withdrawing students from your school because of fear?
· 15. Has your budget for professional development
opportunities and in-service training your staff been reduced or
eliminated?
· 16. Are you discovering more weapons on your campus?
· 17. Does your district lack written screening and selection
guidelines for new teachers a other youth-serving professionals
who work in your school?
· 18. Are drugs easily available in or around your school?
· 19. Are more than 40% of your students bussed to school?
· 20. Have you had a student demonstration or other signs of
unrest within the past 12 months
TABLE 3

Essential Components of a Safe School Plan
•
· School crime reporting and tracking Public awareness
· Curriculum focusing on prosocial skills and conflict resolution
· Behavior/conduct/discipline code
· Supervision
· Crisis management and emergency evacuation
· Attendance and truancy prevention
· Drug prevention
· Interagency partnership--youth service network
· Cultural and social awareness
· Student leadership and involvement
· Parent participation
· Involvement of senior citizens
· Special event management
· Crime prevention through environmental design
· Extracurricular activities and recreation
· School/law enforcement partnership
· Screening and selection of staff
· Violence prevention (preservice and in-service staff
· training program) School security
· Community service/outreach
· Corporate/business partnerships
· Media and public relations
· Health service

· Transportation
· Legislative outreach and contact
· Evaluation and monitoring
TABLE 4
Suggested Procedures for Handling Fights in School Settings
· Walk briskly--don't run
· Get help along the way
· Assess and evaluate:
· the number of students involved
· the size of students involved
· any weapons that are involved
· proximity of individuals who can assist
· Recognize that there may be several subtle things going on
simultaneously that are being tangibly expressed in the conflict.
Is there gang involvement? What other alliances might exist?
· Identify yourself to the fighters
· Call the student by name
· Stay away from the middle of the conflict
· Remove glasses
· Give specific commands in a a firm, authoritative voice
· Defer to rules, not personal authority
· Separate the aggressor and the victim
· Avoid physical force if possible
· Remove participants to neutral locations
· Obtain identification

· Get medical attention if necessary
· Describe incident in writing
· Debrief relevant teacher(s)
· Provide protection and support for victims
· Provide counseling--not simply the day after the event, but as
long as necessary
· Report incident to law enforcement and other child serving
agencies who may be serving the youngster
TABLE 5
Suggested Guidelines for Handling a Weapon-Wielding Student
· Evacuate the area
· Evaluate the mental and emotional state of the perpetrator
· Isolate
· Negotiate
· Remain calm
· Get help
· Avoid heroics
· Don't threaten
· Keep a safe, nonintimidating distance
· Avoid abrupt sporadic movements
· Look for a place to dive or jump
· Report incidents to the appropriate law enforcement agency.
When weapons are involved, the incident is not simply a
disciplinary matter; it is a criminal offense.
RESOURCES

The National School Safety Center (NSSC) serves as a national
clearinghouse for school safety programs and activities related
to campus security, school law, community relations, student
discipline, and attendance, as well as the prevention of drug
abuse, gangs, and bullying. NSSC provides on-site training and
technical assistance to school districts and law enforcement
agencies nationwide in the areas of school crime prevention,
gangs, weapons in school, crisis management, and safe school
planning. Please write to NSSC at 4165 Thousand Oaks Blvd.,
Suite 290, Westlake Village, CA 91362 for further information
on training resources.
Printed Resources
School Safety News Service includes three issues of School
Safety, News Journal of the National School Safety Center, and
six issues of NSSC's newsletter. These publications feature the
insight of prominent professionals on issues related to school
safety, including student discipline, security, attendance,
dropouts, youth suicide, character education, and substance
abuse. NSSC's News Service reports on effective school safety
programs, updates legal and legislative issues, and reviews new
literature on school safety issues. Contributors include
accomplished local practitioners and nationally recognized
experts and officials. ($59 annually)
Developing Personal and Social Responsibility. (1992). Human
nature, all too often, seeks the lowest level of responsibility

while seeking the highest expression of freedom and rights.
When left unchecked, this often translates into disobedience,
disruption, violence, truancy, early pregnancy, drug abuse and,
in general, a lack of appropriate self-control and motivation in
young people. Schools can play important leadership roles with
students, parents, and the community in teaching responsibility
skills. The ideas, suggestions, and model curricula set forth in
Developing Personal and Social Responsibility are designed to
serve as a framework on which to build successful programs
that train young people to be responsible citizens (129 pages).
($9)
School Crime and Violence: Victims' Rights (1992) recently
updated, is a comprehensive text on school safety law. The book
offers a historical overview of the issue of victim's rights, how
the judicial system has responded to it, and its effect on
America's schools. Many educators are not familiar with the
magnitude, import, or specifics of the burgeoning phenomenon
of liability and litigation in the United States. This lack of
information and understanding can only breed more conflict and
litigation. Schools must prepare themselves for the possibility
of such liability. The authors cite legal case histories and cover
current school liability laws. This useful tool provides advice to
educators and school administrators in risk and liability
prevention, and in implementing campus crime prevention
programs (134 pages). ($15)

School Discipline Notebook (1992) is a revised edition
originally published in 1986. This book will help educators
establish fair and effective discipline. It reviews student
responsibilities and rights including the rights to safe schools.
The correlation between orderly, disciplined schools and safe,
productive schools is examined. Legal policies that regulate
discipline methods used in schools also are explored. In
addition, suggestions are offered for the practical tasks required
of educators, including preparing discipline codes, defining and
tracking infractions, and disciplining special education students.
A resource section suggests publications, films, and policies
providing further assistance with school discipline (53 pages).
($5)
Child Safety Curriculum Standards (1991) helps prevent child
victimization by assisting youth-serving professionals in
teaching children how to protect themselves. It includes sample
strategies that can be integrated for both elementary and
secondary schools. The age-appropriate standards deal with the
topics of substance abuse, teen parenting, suicide, gangs,
weapons, bullying, runaways, rape, sexually transmitted
diseases, child abuse, parental abductions, stranger abductions,
and latchkey children. Each of the 13 chapters include
summaries, standards, strategies, and additional resources for
each grade level (353 pages). ($75)
School Safety Check Book (1990) is NSSC's most

comprehensive text on crime and violence prevention in
schools. The volume is divided into sections on school climate
and discipline, school attendance, personal safety, and school
security. Geared for the hands-on practitioner, each section
includes a review of the problems and prevention strategies.
Useful charts, surveys, and tables as well as write-ups on a wide
variety of model programs also are included (219 pages). ($15)
Set Straight on Bullies (1989) examines the myths and realities
about school yard bullying. Changing attitudes about the
seriousness of the problem is stressed. It studies the
characteristics of bullies and bullying victims. And, most
importantly, it provides strategies for educators, parents, and
students to prevent and respond to school yard bullying. Sample
student and adult surveys also are included (89 pages). ($10)
The Need To Know: Juvenile Record Sharing (1989) deals with
the confidentiality of juvenile records and why teachers,
counselors, school administrators, police, probation officers,
prosecutors, the courts, and other professionals who work with
juvenile offenders need to know and be able to share
information contained in juvenile records. When information is
shared appropriately, improved strategies for responding to
serious juvenile offenders, and for improving public safety, can
be developed. The second part of this book reviews the legal
statuses of each state, outlining which agencies and individuals
are permitted access to various juvenile records and how access

may be obtained. A model juvenile records code and sample
forms to be used by agencies in facilitating juvenile records
sharing also are included (88 pages). ($12)
Gangs in Schools: Breaking Up is Hard to Do ( 1993) offers an
introduction to youth gangs, providing the latest information on
the various types of gangs -- including ethnic gangs, stonier
groups, and satanic cults--as well as giving practical advice on
preventing or reducing gang encroachment in schools. The book
contains valuable suggestions from law enforcers, school
principals, prosecutors, and other experts on gangs. The
concluding chapter describes more than 20 school- and
community-based programs throughout the country that have
been successful in combating gangs (48 pages). ($5)
Educated Public Relations: School Safety 101 (1986) offers a
quick course in public relations for school district public
relations directors, administrators, and others working to
achieve safe, effective schools. The book explains the theory of
public relations and successful methods for integrating people
and ideas. It discusses how public relations programs can
promote safe schools and quality education and gives 101
specific ideas and strategies to achieve this goal. The text
includes a special chapter by Edward L. Bernays, considered by
many as the father of contemporary public relations, which
updates his classic work 17'e Engineering of Consent (72
pages). ($8)

NSSC Resource Papers provide a concise but comprehensive
review of topical school safety issues. Papers include "Safe
Schools Overview," "Increasing Student Attendance," "Drug
Traffic and Abuse in Schools," "School Bullying and
Victimization," "Student Searches and the Law," "Student and
Staff Victimization," "Alternative Schools for Disruptive
Youth," "Weapons in Schools," "Role Models, Sports and
Youth," "Corporal Punishment in Schools," and "School Crisis
Prevention and Response." "Safe Schools Overview" offers a
review of the contemporary safety issues facing the country's
schools and students, national statistics and court cases.
Specific issue papers offer a general outline of the problem,
national statistics, and prevention and intervention strategies.
The papers conclude with reprints of relevant articles from
newspapers and magazines and a list of related organizations
and publications. New papers will continue to be published to
address emerging school safety issues (10-30 pages). ($t each)
Films/Tapes
School Crisis: Under Control (1991) combines actual news
footage of school crisis events with the insights and
recommendations of school officials who have dealt firsthand
with violent tragedies on their campuses. From having
experienced deranged gunmen invading their campuses, hostage
situations, bombings, and students killing teachers and each
other, participants at the National School Safety Center's

"School Crisis Prevention Practicum" offer other educators
valuable advice about school crisis prevention, preparation,
management, and resolution. Acclaimed actor Edward James
Olmos hosts this 25-minute, award-winning educational
documentary that covers topics such as outlining staff roles and
responsibilities, dealing with the media, providing adequate
communication systems and signals, arranging transportation,
and offering grief counseling (available in VHS format). ($65)
High Risk Youth/At the Crossroads ( 1989) addresses drug
abuse prevention by focusing attention on specific negative
social, economic, and behavioral problems that make youths
more vulnerable to drug abuse problems. Hosted by Le Var
Burton, the program promotes a "risk-focused approach" to
youth drug abuse prevention that goes beyond "just say no." The
22-minute documentary profiles several high-risk youth and
examines their vulnerable characteristics through commentary
from several nationally renowned authorities (available in VHS
format). ($50)
Set Straight on Bullies (1988). Whoever thought bullies were all
talk and no action needs to view the film "Set Straight on
Bullies." The National School Safety Center film was produced
to help school administrators educate faculty, parents, and
students about the severity of the school yard bullying problem.
The message is clear: bullying hurts everyone. This 18-minute
film tells the dramatic story of a bullying victim and how the

problems adversely affects his life as well as the lives of the
bully, other students, parents, and educators (available in VHS,
Beta, or 16mm). ($50)
What's Wrong With This Picture? (1986) is an award-winning
film showing five scenarios that address the school safety issues
of drug trafficking and abuse, intimidation and violence, teacher
burnout, and theft. The docudrama is narrated by the people
who actually experienced the incidents portrayed. This "trigger"
film is intended to generate emotional responses, discussions,
and action from its viewers. This 18-minute film has received
awards at the Houston, New York and Chicago film festivals,
the U.S. Industrial Film Festival, and from the National
Association of government Communications (available in VHS).
($40)
~~~~~~~~
By Ronald D. Stephens National School Safety Center
Ronald Stephens is the Executive Director of the National
School Safety Center and serves as a professor of Education at
Pepperdine University, Malibu, California. He also serves as a
consultant and frequent speaker for school districts, law
enforcement agencies, and professional organizations
nationwide. He is the Executive Editor of School Safety, and
the author of Raising Safety Smart Kids (1993, Thomas Nelson
& Sons).

Copyright of School Psychology Review is the property of
National Association of School Psychologists and its content
may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express written
permission. However, users may print, download, or email
articles for individual use.
Record: 4
Title:
AND MAKING SCHOOLS SAFER.
Authors:
DUPLECHAIN, ROSALIND1
MORRIS, ROBERT1
Source:
Education. Winter2014, Vol. 135 Issue 2, p145-150. 6p.
Document Type:
Article
Subject Terms:
*SCHOOL violence
*SCHOOL shootings
*SCHOOL safety
*SCHOOL environment
*SHOOTERS of firearms
UNITED States

Author-Supplied Keywords:
risk factors o f school shooters
U.S. schools shootings
NAICS/Industry Codes:
236220 Commercial and Institutional Building Construction
611110 Elementary and Secondary Schools
611699 All Other Miscellaneous Schools and Instruction
Abstract:
This manuscript consists of three sections. Section one provides
historical data on some 310 documented shootings that have
taken place on school property within the United States. Section
two discusses numerous risk factors associated with school
shooters. Section three discusses numerous strategies for
creating safe schools. [ABSTRACT FROM AUTHOR]
Inc. and its content may not be copied or emailed to multiple
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download, or email articles for individual use. This abstract
may be abridged. No warranty is given about the accuracy of the
copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all
Abstracts.)

Author Affiliations:
1University of West Georgia
ISSN:
0013-1172
Accession Number:
100464126
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SHOOTINGS AND MAKING SCHOOLS SAFER.</a>
Database:

Record: 5
Title:
School Violence: The Fears, The Facts.
Authors:
Glasner, Barry
Source:
New York Times. 08/13/99, Vol. 148 Issue 51613, pA21. 0p.
Document Type:
Article
Subject Terms:
*SCHOOL violence
*STUDENTS -- United States
*JUVENILE delinquency
*STATISTICS
Geographic Terms:
UNITED States
Abstract:
Comments on school violence in the United States (US).
Research data on the decline in school violence in the 1990's;
Statistics on the safety of students in school; Views of US
Representative Bill McCollum on violent juvenile crime.
ISSN:
0362-4331
Accession Number:
2209127

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·
<[email protected]>
To:[email protected]
Mar 2 at 12:45 PM
Here is what you need
----- Forwarded Message -----
From: "[email protected]" <[email protected]>
To: "[email protected]" <[email protected]>
Sent: Wednesday, February 28, 2018, 4:08:14 PM CST
Subject: english
Comments:

my work
Record: 1
Title:
A radical step for school safety. (cover story)
Authors:
Chaddock, Gail Russell
Source:
Christian Science Monitor. 1/13/2000, Vol. 92 Issue 36, p1. 0p.
1 Color Photograph.
Document Type:
Article
Subject Terms:
*PSYCHODIAGNOSTICS
Abstract:
Reports the growing use of psychological profiles of students in
the United States as a way to prevent school violence.
1130
ISSN:
0882-7729
Accession Number:
2673103

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