Preventing School Violence:
Plans Make it Possible
Despite the fact that schools remain one of the safest places for our children, recent tragic
school events, such as the shootings at Virginia Tech, Platte Canyon High School, and
the Amish schoolhouse have raised the level of anxiety about the safety of our students at
school. And because of incidents like these, approximately 6 percent of students report
being afraid of an attack at school (Indicators of School Crime and Safety: 2006).
These tragic events beg the question: “What can be done to prevent violent attacks from
occurring in our schools?” The Final Report and Findings of the Safe School Initiative:
Implications for the Prevention of School Attacks in the United States, presented by the
U.S. Secret Service and the U.S. Department of Education (ED) in 2004, discusses the
implications of this question, particularly with regard to student-on-student violence (the
most common type of school violence).
The initiative examined 37 incidents of school
shootings and attacks that occurred between
1974 and 2000 with particular focus on the
attackers’ planning behaviors and communications.
The final report indicates that schools
are better prepared by using a formal threat
assessment process to appraise behavior, rather
than relying simply on stated threats or specific
student traits that warrant concern. As part of
the threat assessment process, the appropriate
authorities gather information, evaluate facts,
and make a determination whether an identified
student poses a threat of violence. From there,
the appropriate level of intervention must be
made. Detailed information about the development
and institutionalization of a formal threat
assessment process is available in the Secret
Service’s Threat Assessment in Schools Guide
available online at
http://www.secretservice.gov/ntac/ssi_guide.pdf.
Targeted School
Violence Key Findings
- Attackers make plans.
- Attackers talk about their
plans.
- Attackers often do not make
direct threats.
- There is no stereotype or
profile.
- Warning signs are common.
- Attackers may have difficulty
coping with loss or failure.
- Bullying can be a factor.
Attackers have easy access to
guns.
- Attackers are encouraged by
others.
- School staff are most often
the first responders.
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Conducting threat assessments is important
in addressing school violence but is only one
component in an overall strategy to create safe
schools. A more comprehensive approach involves
the establishment of a school climate that
offers students safety, respect, and emotional
support. This type of environment can help diminish the possibility of targeted
violence in schools. Environments where
students, teachers, and administrators pay
attention to students’ social and emotional
needs, as well as their academic needs, will
have fewer situations that require formal
threat assessments and interventions.
School administrators, teachers, and staff
members have the power to positively
affect the school climate. For example,
educators may take the following steps to
promote a healthy and safe school climate:
• Assess the school’s emotional climate using
surveys or other tools that ask about
behaviors and attitudes related to safety.
• Emphasize the importance of listening
in schools. Encourage students to find
an adult at the school who will listen and
help with problems when necessary.
• Prevent or intervene in cases of bullying
by paying attention to warning signs and
enforcing a consistent, fair policy that
addresses bullying behaviors. Consider
using a formal, age-appropriate prevention
program.
• Involve all members of the school
community in planning, creating, and
sustaining a school culture of safety and
respect. Encourage open communication
between the staff, parents, and community
members to foster strong relationships
and cooperation.
Prevention of school violence entails comprehensive
and ongoing efforts, and an
effective initiative includes both a formal
threat assessment process as well as the
development of a positive school climate.
Although the task is neither quick nor
easy, schools and communities do have the
power to create safer school environments
that minimize the risk of violent events.
Complete findings from the Safe School
Initiative are available online at
http://www.secretservice.gov/ntac/ssi_final_report.pdf. 
School Safety Centers
In response to youth and school violence, many states have established
school safety centers devoted to serving the education community by
promoting safety and violence prevention through research, legislation, and
policy development. These safety centers were created to provide resources
to educators in their home states. Here we are highlighting four as reliable
models for any state considering establishing its own school safety center. |
Center for the Prevention of
School Violence
North Carolina Department of Juvenile
Justice and Delinquency
http://www.cpsv.org
Established in 1993 by the governor of
North Carolina, this center is the primary
resource for addressing school violence
in the state. The center:
• Provides information and technical
assistance to any and all stakeholders
involved in safe schools and youth
development.
• Operates as a think tank for school
violence prevention and policy development.
• Maintains an expansive resource
library.
• Conducts workshops and trainings on
issues related to school safety such as
program development, research, and
evaluation. |
Kentucky Center for School
Safety
Eastern Kentucky University
http://www.kysafeschools.org
Established by legislation in 1998, the
center serves as a central point for data
analysis, research, dissemination, and
technical assistance for safe schools in
Kentucky. The center:
• Provides a clearinghouse of information
and materials on violence prevention.
• Analyzes school safety and discipline
data as reported by local districts.
• Evaluates existing school safety programs.
• Provides an annual report to the governor,
Kentucky Board of Education, and
the Interim Joint Committee on Education
on the status of school safety in the
state.
• Advises the Kentucky Board of Education
on administrative policies and
regulations. |
Virginia Center for School Safety
Virginia Department of Criminal
Justice Services
http://www.dcjs.virginia.gov/vcss
Established in 2000, the center works to
provide Virginia’s students with a safe
and secure learning environment. It
does this by encouraging partnerships,
introducing legislative initiatives, offering
training programs, conducting data collection,
and evaluating programs. The
center:
• Provides training for public school
personnel in the effective identification
of students who may be at risk for
violent behavior and in need of special
services or assistance.
• Collects, analyzes, and disseminates
Virginia school safety data.
• Provides training for and certification of
school resource officers. |
Missouri Center for Safe Schools
University of Missouri–Kansas City
http://education.umkc.edu/safe-school
Established in 1995 with a grant from
the Missouri Department of Elementary
and Secondary Education, the center
offers resources and facilitates networking
between schools across Missouri
as they develop effective measures to
combat violence and other safety issues.
The center:
• Conducts building and district safety
reviews including security, staff screening,
and compliance with the Missouri
Safe Schools Act.
• Provides staff development on safety
issues including sexual harassment.
• Provides examples of school emergency
management plans and direct
assistance to schools that request help. |
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