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1 – 10 of over 2000
Article
Publication date: 9 January 2017

Sherzine McKenzie and James William Crosby

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Practical implications

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.

Originality/value

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

Details

Journal of Aggression, Conflict and Peace Research, vol. 9 no. 1
Type: Research Article
ISSN: 1759-6599

Keywords

Article
Publication date: 3 August 2015

Maria Ioannou, Laura Hammond and Olivia Simpson

The purpose of this paper is to explore the potential for developing a model for differentiating school shooters based on their characteristics (or risk factors) before the attack…

Abstract

Purpose

The purpose of this paper is to explore the potential for developing a model for differentiating school shooters based on their characteristics (or risk factors) before the attack took place.

Design/methodology/approach

Data on 40 school shootings was compiled from the National School Safety Center’s Report on School Associated Violent Deaths and media accounts. Content analysis of the cases produced a set of 18 variables relating to offenders’ characteristics (or risk factors). Data were subjected to Smallest Space Analysis (SSA), a non-metric multidimensional scaling procedure.

Findings

Results revealed three distinct themes: Disturbed School Shooter, Rejected School Shooter and Criminal School Shooter. Further analysis identified links between these themes with the family background of the offender.

Research limitations/implications

These findings have both significant theoretical implications in the understanding of school shooters and the crime in general. They offer potential for practical applications in terms of prevention and intervention strategies. A key limitation relates to the quality of data.

Originality/value

This is the first study to develop a model for differentiating school shooter characteristics.

Details

Journal of Criminal Psychology, vol. 5 no. 3
Type: Research Article
ISSN: 2009-3829

Keywords

Article
Publication date: 28 November 2019

A. Suzie Henning and Shelly Shaffer

The purpose of this paper is to describe a protocol for developing students into social actors using young adult (YA) literature in social studies. The world-changing through…

Abstract

Purpose

The purpose of this paper is to describe a protocol for developing students into social actors using young adult (YA) literature in social studies. The world-changing through social action protocol (WSAP) utilizes five recursive steps (P2TripleS): problem posing, problem history, systems thinking, solutions thinking and social action. WSAP is designed to provide secondary social studies teachers with tools to create thematic units, activities and discussions about difficult current issues, such as school violence, bullying, death, or suicide. The purpose of WSAP is to help teachers incorporate strategies to encourage civic action for social justice.

Design/methodology/approach

In this paper, WSAP is applied to the YA novel Violent Ends (Hutchinson et al., 2015), which describes a school shooting and its effects from multiple perspectives.

Findings

This paper discusses the use of the theoretical framework, WSAP and its five recursive steps (P2TripleS). The protocol developed is a helpful tool for teachers to integrate ELA and Social Studies curriculum in a student-centered, project-based environment while addressing the C3 and Common Core State Standards. The protocol is applied to the YA novel, Violent Ends (Hutchinson et al., 2015) and includes questions and strategies that guide teachers and students to critically think about democratic action and gun violence.

Practical implications

The specific steps of the WSAP protocol will be demonstrated with Violent Ends, providing example activities from this book for practitioners.

Originality/value

This paper is the first to apply the WSAP with a YA text.

Details

Social Studies Research and Practice, vol. 14 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 15 June 2023

Stephanie Dailey and Kathryn Laskey

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

Safer Communities, vol. 22 no. 4
Type: Research Article
ISSN: 1757-8043

Keywords

Article
Publication date: 1 December 2003

Dewey G. Cornell

A series of highly publicized school shootings in the USA generated the misperception of an epidemic of school violence. Fears of school violence stimulated an ill‐advised…

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Abstract

A series of highly publicized school shootings in the USA generated the misperception of an epidemic of school violence. Fears of school violence stimulated an ill‐advised expansion of zero tolerance school discipline policies and the widespread dissemination of profiles or warning signs of potentially dangerous students for use by school administrators. This article presents the rationale for student threat assessment as an administrative alternative to zero tolerance or profiling. It describes the development and field‐testing of guidelines for school administrators to follow in investigating and resolving student threats of violence. Student threat assessment permits administrators to make reasonable judgments about the seriousness of a threat, to resolve most threats quickly and efficiently, and to reserve more labor‐intensive procedures for the most serious threats.

Details

Journal of Educational Administration, vol. 41 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 16 November 2015

Charles Crawford and Ronald Burns

Recent highly publicized acts of violence and shootings on campus have prompted numerous crime prevention suggestions including having an armed presence in the schools. The…

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Abstract

Purpose

Recent highly publicized acts of violence and shootings on campus have prompted numerous crime prevention suggestions including having an armed presence in the schools. The purpose of this paper is to assess the impact of protective measures, policies, and school/neighborhood characteristics on school violence.

Design/methodology/approach

The data used in this study were part of the School Survey on Crime and Safety collected in 2006. The dependent measures of school violence include reports of violence, threatened attack with a weapon, attack with weapon, and gun possession. The sample was divided into high schools and all other grades to consider differences in levels of school violence among grade levels in relation to various law enforcement security measures, school security measures, and school characteristics.

Findings

Findings revealed mixed and often counterproductive results for law enforcement and school security efforts to control school violence. School characteristics, such as reports of bullying, location, and gang activity yielded numerous statistically significant findings. Policy recommendations and suggestions for future research are provided.

Originality/value

This study differs from much of the previous literature, which typically examines student and administrator attitudes about victimization and crime prevention. The current study examines detailed information on the actual effects of school violence prevention efforts. Furthermore, this study moves beyond most other works (that typically focus on high schools) as it considers school safety approaches by different grade levels.

Details

Policing: An International Journal of Police Strategies & Management, vol. 38 no. 4
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 15 August 2016

Charles Crawford and Ronald Burns

Recent highly publicized acts of violence and shootings on school campuses have prompted numerous crime prevention responses. The purpose of this paper is to assess the impact of…

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Abstract

Purpose

Recent highly publicized acts of violence and shootings on school campuses have prompted numerous crime prevention responses. The purpose of this paper is to assess the impact of protective measures such as law enforcement, security policies, and school/neighborhood characteristics on school violence within the context of the racial composition of the school and grade level.

Design/methodology/approach

The data used in this study were part of the School Survey on Crime and Safety collected in 2006. The dependent measures of school violence include reports of serious violence, physical attacks/fights, gun or knife possession, and threats and attacks with a weapon. The sample was divided by racial composition of the school (predominately white, and predominately minority schools) and by grade level (high schools, and all other grades). A negative binomial regression was conducted due the count-based dependent variables.

Findings

Findings revealed that minority schools often face higher levels of reported violence and had a heavier law enforcement presence, which often had mixed or counterproductive results for reducing school violence. School characteristics, such as reports of bullying, location, gang activity, and security measures yielded numerous statistically significant results.

Research limitations/implications

Officials proposing school violence prevention efforts should strongly consider the importance of school and community characteristics, most notably grade level, and the unique context of a predominately white or minority school as there were different statistically significant results. Furthermore, officials should be cautious about relying on simple efforts such as more security personnel to address school violence. Violence and crime on school grounds should not be viewed as being isolated from violence and other forms of crime in the community. Policy recommendations and suggestions for future research are provided.

Originality/value

This study differs from much of the previous literature, which typically examines student and administrator attitudes about victimization and crime prevention. The current study examines detailed information on the effects of school violence prevention efforts and moves beyond most other works as it considers school safety approaches within the context of racial composition of the school and by different grade levels.

Details

Policing: An International Journal of Police Strategies & Management, vol. 39 no. 3
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 1 July 2006

Ingemar Karlsson and Sven Å. Christianson

The focus of the present study was on police officers reactions to and memories of a manhunt after a shooting incident. Emotional impact and memories of these events are discussed…

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Abstract

Purpose

The focus of the present study was on police officers reactions to and memories of a manhunt after a shooting incident. Emotional impact and memories of these events are discussed in relation to time elapsed, support from co‐workers, supervisors and professional debriefing.

Design/methodology/approach

A total of 11 police officers responding to a mass shooting carried out by a young offender resulting in seven dead civilians were asked to describe the event ten months after the event, five years after the event, and again nine years after the event.

Findings

All police officers reported having vivid memories of the mass shooting incident, and visual and auditory memories of the event were best retained, although a decline was observed nine years after the incident. Regarding working through the traumatic experience, the police officers had not been offered professional help in connection with the mass shooting incident.

Research limitations/implications

Owing to the fact that police officers in the present study answered the survey anonymously, it was not possible to work out repeated measures statistics for these memories over time.

Practical implications

Knowing that the psychological distress due to exposure to a traumatic event may be long lasting, it is crucial that police organizations consider time as an important factor in working through these experiences.

Originality/value

Research on emotion and memory is highly relevant to the work of police officers and to the legal system.

Details

Policing: An International Journal of Police Strategies & Management, vol. 29 no. 3
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 24 July 2020

Lacey Nicole Wallace

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.

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

Safer Communities, vol. 19 no. 3
Type: Research Article
ISSN: 1757-8043

Keywords

Article
Publication date: 16 October 2019

Jonathan W. Glenn, Lorraine C. Taylor, Hannah P. Chesterton, Shepeara Williams and Faith Moavenzadeh

The purpose of this paper is to leverage the perspectives of School Resource Officers (SROs) to develop improvement strategies aimed toward effective and efficient school-based…

Abstract

Purpose

The purpose of this paper is to leverage the perspectives of School Resource Officers (SROs) to develop improvement strategies aimed toward effective and efficient school-based policing. This study offers recommendations to improve SRO programs, with the goal of streamlining the path toward safer schools.

Design/methodology/approach

The present study was guided by two overarching research questions that aim to leverage the perspectives of SROs. The first question aimed to identify SROs’ perceived barriers to successful school-based policing, while the second question explores their perspectives in hopes of developing solutions for improved school safety. This study used secondary qualitative data to explore the perspectives of SROs (n=456) via an opened-ended section of a statewide survey of SROs conducted by the North Carolina Center for Safer Schools. Conventional content analysis was the approach used to explore the data.

Findings

SROs identified the need for improved quality of and access to training, additional resources allocations and improved program implementation on the part of both policing agencies and school districts.

Practical implications

The authors recommend standardizing the manner in which SRO programs are implemented. In addition, partnerships should be developed between school districts and policing agencies to use school-based behavioral specialists to support SRO programs. Finally, the authors recommend further study of school-based policing as a concept in the academic community.

Originality/value

Little is known about the experiences and needs of SROs themselves. The present studies address this gap in the literature, leveraging their perspectives to streamline a path toward safer schools.

Details

Safer Communities, vol. 18 no. 3/4
Type: Research Article
ISSN: 1757-8043

Keywords

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