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Active shooter incidents have risen considerably in recent years, elevating public and law enforcement focus on improving response to these incidents. The contemporary policy for reacting to an active shooter event is for the officers who first arrive on the scene to move quickly to engage and neutralize a shooter, prioritizing victim safety and minimizing loss of life. This study provides a preliminary understanding of the police view regarding their role in active shooter events and their experiences with active shooter training.

We conducted a survey of 413 sworn personnel across three US cities. Analyses examine differences in officers’ training experiences across the agencies and predictors of a sense of duty to prioritize victims’ lives over that of officers.

Officers’ training experiences differed by agency, yet most officers supported a duty to sacrifice their lives to prioritize victims’ safety during active shooter incidents. Officers with more years of experience have lower odds of supporting a duty to sacrifice their lives to save victims during an active shooter situation relative to less experienced officers. Respondents who recall officer safety among the top three most memorable topics from their recent active shooter training also have lower odds of supporting a duty to sacrifice.

The authors add knowledge about police officers’ experiences with active shooter training and officers’ opinions about their role in responding to active shooter incidents. We discuss implications of the findings relative to police culture and training and suggest directions for future research.

Purpose: The study explores how educators use mass media to sensemake their experiences in relation to school shootings.

Methodology/approach: The present chapter uses content analysis to analyze educator tweets and results from an anonymous online survey.

Findings: Twitter is used by educators in the aftermath of school shootings to sensemake the impact these events have on teaching and learning outcomes. Moreover, educators turn to Twitter to debate larger issues related to gun control and arming teachers. Collectively, educators remain committed to their institutions and students; however, they may struggle to meet the ever-changing demands of what it means to be a teacher in the post-Columbine educational landscape.

Research limitations: While providing a starting point for understanding how educators sensemake their experiences with mass media, there are limitations. The sample size was limited to 55 tweets and 40 survey respondents. Furthermore, researcher bias is a concern. Both researchers work in higher education and have experienced the emotional “heaviness” that comes with discussions of school shootings.

Originality/value: This study provides insights into how educators use mass media to sensemake school shootings as both content producer and consumer. Findings indicate that through the identification of patterns within educators’ sensemaking processes, educational institutions can develop better systems for processing the effect of gun violence on the teaching experience and within the classroom.

This study aims to examine parent perceptions of school active shooter preparedness and prevention efforts, as well as parent perceptions of the risk of an active shooter event.

Data were obtained in 2019 through an online survey of 182 Pennsylvania residents who were the parents or step-parents of children enrolled in pre-Kindergarten, Kindergarten-12th or college/ university. Respondents were a subset of a state-representative sample of 668 individuals.

Actions taken by schools were largely unrelated to parent perceptions. Parents who reported that their child’s school had provided information about active shooters to students had better attitudes toward preventive efforts overall. Parents who reported that their child’s school had changed firearms policy perceived a higher level of risk. Parents were also asked to share what they felt their child’s school could do that would help them feel more prepared for an active shooter event. The most common response was for schools to install metal detectors or perform random metal detector checks.

While there is extensive research on the views of students about school safety and security and, to a lesser degree, the views of school administrators and teachers, parents have largely been neglected in school safety research.

Reducing fatalities and increasing the number of students able to remain safe during an active shooter event is paramount to the health and well-being of schools and communities. Yet, methodological limitations and ethical concerns have restricted prior research on security measures during school shooter lockdown drills. This study aims to fill that gap by using virtual reality (VR) to statistically examine the effectiveness of active shooter response protocols in a simulated high school.

Using a full factorial, within-subjects experimental design, this exploratory investigation used VR technology to investigate whether automatic classroom door locks, centralized lockdown notifications and the presence of a school resource officer (SRO) significantly impacted student safety and casualty mitigation. Data were collected from a convenience sample of 37 individuals who volunteered to participate in 24 school shooter scenarios within a simulated virtual environment.

Multiple one-way analysis of variances indicated significant main effects for automatic classroom door locks and SRO presence. Automatic locks yielded faster lockdown response times, and both factors were significantly associated with higher numbers of secured classrooms.

Findings from the current study address the gap in existing literature regarding evidence-based school safety protocols and provide recommendations for using VR simulations to increase preparedness and reduce fatalities during an active school shooter event.

Purpose – The Columbine and Virginia Tech shootings have presented new challenges in how the media covers school shootings. These events have transformed Eric Harris, Dylan Klebold, and Seung-Hui Cho not only from disgruntled youth to school killers, but also into actors, writers, and directors of their own narrative.

Methodology/approach – This article focuses on the role of the masculine identity and underlying messages in the communicative process of the shooters. Further examination looks at what particular messages the shooters are communicating through the media. This includes an analysis into their journals, internet postings, and videos that were left behind as archives of the performative scripts. Finally, reflection is presented in terms of which parts of the shooters’ messages are or are not communicated and why.

Findings – This article considers the differences in the Columbine and Virginia Tech cases in terms of who is controlling the information that gets released to the public. In the case of Columbine, information was or was not released by the Jefferson County Sheriff's Office, whereas in the case of Virginia Tech, nearly all decisions regarding material release was made by the media (particularly NBC News).

Originality/value of paper – This article applies Muschert and Ragnedda's (2010) examination of cultural scripts to two benchmark cases, examining the mediatization of the shooters’ own words.

The purpose of this paper is to examine public perception of factors relevant in sentencing decision making for juvenile school shooters with a history of familial abuse, peer victimization, and school intervention.

Through the use of school shooting vignettes, 298 college-aged participants were randomly assigned to one of eight experimental conditions which differed based on the inclusion of the independent variables.

Results revealed no significant differences among the groups on the sentencing recommendations (i.e. psychiatric placement and incarceration). However, correlational analyses indicated that participants’ generally perceived they were influenced by the perpetrator’s history of peer victimization and the level of intervention offered by school personnel when the shooter was bullied. Further regression analyses suggested that participant characteristics such as race, gender, and prior experiences with bullying were among the most powerful predictors of agreement with sentencing recommendations.

Implications of the current findings raise questions as to the influence of peer victimization in civil and criminal court proceedings and its associated impact on the juvenile justice system, the educational system, and society’s desire for justice.

This study ambitiously ventures into exploring and understanding the relevant sociological, academic, and legal factors in addressing acts of school violence.

The purpose of this paper is to examine whether threat assessment, an intelligence-led policing (ILP) tool, can prevent mass public shootings.

In order to gauge the potential effectiveness of this ILP tool, the authors conduct a retrospective analysis of 278 mass public shootings that occurred in the USA between 1966 and 2016. This retrospective analysis allows us to determine how successful threat assessment protocols could be in preventing mass public shootings by examining how successful this tool would have been in identifying the offenders in our data.

The results show that threat assessment has the potential to be an effective tool in the ILP arsenal to identify and prevent impending mass public shootings. However, our results also point to several obstacles for the effective implementation of this ILP tool. The underreporting of threats and using the content of threats and characteristics of threateners are problematic in correctly assigning risk. The authors make suggestions for how to overcome these obstacles.

This study makes several contributions to the intelligence-led policing and mass murder field. This is the first study to test the potential effectiveness of an intelligence-led policing tool to prevent mass public shootings. Additionally, this is one of the first studies to examine the leaks, types, context and follow-though of threats made by mass public shooters in the United States. Consequently, it provides unique information on the foreshowing behaviors of mass public shooters.

Spree killing impacts significantly on emergency services and is becoming more prevalent across the world. The purpose of this paper is to explore the Cumbrian spree killing, which resulted in the fatal shooting of 12 people with a further 11 wounded. This study highlights why these events are so difficult to manage in an attempt to assist policy makers and practitioners deal with them more effectively.

A qualitative methodology was used, examining open source information and internal police documentation. This was supported by semi-structured interviews with command staff (three), and questionnaires involving a representative group of police staff (11), who were all deployed on the incident.

This case study mirrored the characteristics of many other spree killings. The sophistication of the killer, together with the speed of mobility, significantly increases the challenges posed to the police, specifically in terms of: deployment, decision making, interoperability and managing the media. Further, it questions the effectiveness of normal command and control management approaches that are typically used in these situations.

Spree killing (active shooter) events are increasing across the globe. This study highlights the critical challenges to be dealt with. It argues a more innovative inter-agency paradigm is needed to deal with crimes in action.

There are few academic papers in relation to spree killing. This paper analyses the factors that impact upon the effectiveness of the police response.

The purpose of this paper is to determine if a police academy using adult learning techniques instills higher levels of perceived competence in recruits than an academy using traditional pedagogical methods.

The study took advantage of a timeframe when two academy models using different approaches to learning were employed in Massachusetts. Recruits (N = 97) were surveyed before entering the academy and just prior to graduation to assess their levels of perceived competence across three domains of training topics (i.e. “Policing in Massachusetts,” “Investigations” and “Patrol Procedures”).

Results were mixed in terms of the academy model's effects on recruit competence levels. In terms of investigations, participants experienced a greater level of growth in an adult-learning setting. Regarding general topics grouped into the “Policing in Massachusetts” category, such as constitutional law, recruits taught with traditional pedagogy experienced more growth. For patrol procedures, taught using similar hands-on methods, results showed comparable levels of growth for all recruits over time. Overall, recruits in both the traditional and adult-learning-based academy experienced similar growth trajectories in self-perceived levels of competence. Findings suggest that a mixed approach to training may provide optimal results for police recruits.

Prior research on academy curricula has been limited to cross-sectional analyses. Further, little effort has been made to analyze the impacts of academy training from an andrological and/or “adult learning” theoretical lens. This study evaluated the effects of a new, overhauled recruit academy curriculum over time to expand the literature in both of these areas.