Stopping the School Shooter might be the quintessential issue for any concerned administrator, security expert, teacher, student and/or parent struggling for answers, solutions and methods that really work. Course, I say might be because most everybody that should be dealing with school violence seems to be in denial. Teachers seem to believe that if a shooter invades their classroom, there is nothing left for them and their students to do but to freeze in place. Freeze in place and die.

Course, in a way, they are right. Put a committed and determined terrorist, suicidal/homicidal student, or deranged adult in a classroom, armed with one or more semi-automatic weapon(s), and, given the current state of mental and physical readiness, security and counter-terrorism training, not only are the students and teacher in that class doomed, but, more likely than not, so are many of the students and teachers in other classrooms.

I’ve said this before and will likely say this again until someone starts listening: In way too many of our schools – from primary to graduate school – Fire Drills are common, despite the fact that few students, if any, have died in a school fire in the last three decades. Yet, despite the fact that an average of 1800 students are injured, emotionally scarred and/or die as a result of school violence every year, counter-violence training in our school systems is still rare.

Ergo, what follows is a Three Part Threat Management Series dedicated to recognizing, preparing for and stopping the School Shootist. A series I believe is so important because I believe we will see an escalation in sensational school shootings and violence in the next few years because:

• Schools will likely be a major target of foreign trained terrorists in the next year or so, according to intelligence I get from experts.
• As our economy disassembles parents and children alike endure geometrically increasing stress, which only magnifies personality disorders, suicidal ideation (suicidally-fixated students r capable of great violence), bullying, etc.

RECOGNIZING AND PROFILING THE SCHOOL SHOOTIST. Personality Traits and Behaviors Culled From 20 School Shooting, according to the Public Agency Training Council, 2003 Report:

Ø THE VOLUNTARY OATH FACTOR: The student voluntarily or involuntarily reveals clues to his or her feelings, thoughts, fantasies, attitudes and intentions that may signal an impending attack. The Voluntary Oath is one of the most important pre-attack predictors. The student making such feelings known usually has a preoccupation with themes of violence, suicide, hopelessness, despair, hatred, isolation, loneliness, or an “end of the world” mindset. Teachers and even other students may recognize these themes in this person’s artwork, themes, papers, schoolyard bantering (often followed with a denial statement, like, “I was just kidding.”).

Ø LOW TOLERANCE FOR FRUSTRATION.

Ø FAILED LOVE RELATIONSHIP.

Ø SENSE OF REJECTION, which is an extension of the “failed love relationship.” This student may feel rejected or humiliated, perhaps by someone about whom he cares, but also, and maybe even more seriously, by other students. This student might often be a victim of protracted bullying, teasing and other forms of social ostracism. This student collects and harbors injustices. He holds on to these feelings of rejection and over time exaggerates and celebrates these injustices. They never go away until they explode. Literally.

Ø SIGNS OF DEPRESSION. The student is lethargic, seems constantly tired, lifeless, morose, and, close to the act of violence, abandons activities he/she once enjoyed. This student is highly alienated, acting as if he feels different or estranged from others. Feelings of isolation, sadness, loneliness, not fitting in. As a result, the student tends to dehumanize others. He sees others as “non-people,” as objects to be thwarted. Teachers may see this in a student’s artwork and/or writings, etc.

Ø EXAGGERATED SENSE OF ENTITLEMENT: The student expects special treatment and consideration, and reacts poorly if he does not get the treatment he feels he is entitled to. He also has an exaggerated or pathological need for attention, no matter what the circumstances. This student also consistently refuses to take responsibility for his actions, often blames other people, events or situations for his failings or shortcomings.

Ø ANGER MANAGEMENT PROBLEMS.

Ø INAPPROPRIATE HUMOR.

Ø MANIPULATIVE.

Ø CLOSED SOCIAL GROUP: The student is introverted, with acquaintances rather than friends. He associates with a single small group or cults that seems to exclude everyone else. The composition and qualities of peer groups can be crucial pieces of information in assessing the danger that a threat will be acted upon.

Ø CHANGES OF BEHAVIOR: The student’s habits and behaviors will change dramatically, including academic performance, his regard for school rules, schedules, dress codes, and other regulations.

Ø UNUSUAL INTEREST AND/OR FASCINATION WITH SENSATIONAL VIOLENCE AND VIOLENCE-FILLED ENTERTAINMENT.

In Part II I will go into what a committed school district can do to prepare students and teachers for a critical incident involving one or more school shootists.

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Posted on May 28th, 2008 by Harry A Widger
Filed under: Administrators, Building safety, College, Disasters, High School, K-6, Parents, People Involved, School Grade Level, School Safety Issues, Security, Shootings, Students, Violence