Secret Service School Violence Reports and the Preventive Pedagogy of Education
One report is titled The Final Report and Findings of the
Safe School Initiative: Implications for the Prevention of School Attacks in
The United States.
The document deserves to be studied in its entirety but it
highlights 10 key findings, which are as follows:
•
Incidents of targeted violence at school rarely
were sudden, impulsive acts.
•
Prior to most incidents, other people knew about
the attacker’s idea and/or plan to attack.
•
Most attackers did not threaten their targets
directly prior to advancing the attack.
•
There is no accurate or useful “profile” of
students who engaged in targeted school violence.
•
Most attackers engaged in some behavior prior to
the incident that caused others concern or indicated a need for help.
•
Most attackers had difficulty coping with
significant losses or personal failures. Moreover, many had considered or
attempted suicide.
•
Many attackers felt bullied, persecuted, or
injured by others prior to the attack.
•
Most attackers had access to and had used
weapons prior to the attack.
•
In many cases, other students were involved in
some capacity.
•
Despite prompt law enforcement responses, most
shooting incidents were stopped by means other than law enforcement
intervention.
It is important to note that although these findings were
published in 2002, they are still a factor in attacks throughout America.
United States Secret
Service / Threat Assessment Guide
Another report is titled Threat Assessment in Schools: A
Guide to Managing Threatening Situations and to Creating Safe School Climates.
This document also deserves to be studied in its entirety.
But, for the sake of brevity, it highlights the 10 findings in the safe school
initiative report and encourages fostering a culture of respect and breaking
the “Code of Silence.”
This study also emphasizes that the primary purpose of a
threat assessment is to prevent targeted violence.
Averting Targeted
School Violence
The report deserves to be studied in its entirely as with
all the Secret Service school violence reports. For the purpose of this article
a summary of the report is as follows:
·
Targeted school violence is preventable when
communities identify warning signs and intervene.
·
Schools should seek to intervene with students
before their behavior warrants legal consequences.
·
Students were most often motivated to plan a
school attack because of a grievance with classmates.
·
Students are best positioned to identify and
report concerning behaviors displayed by their classmates.
·
The role of parents and families in recognizing
concerning behavior is critical to prevention.
·
School resource officers (SROs) play an
important role in school violence prevention.
·
Removing a student from class does not eliminate
the risk they might pose to themselves or others.
·
Students displaying an interest in violent or
hate filled topics should elicit immediate assessment and intervention.
·
Many school attack plots were associated with
certain dates particularly in the month of April.
·
Many of the student’s plotters had access to
weapons, including unimpeded access to firearms.
Securing American
Schools Demands the Preventive System
But, in my opinion, these reports need to be complemented by
the Preventive Pedagogy of Education, which I have also incorporated into my
presentations and articles.
These are some of the principles of the Preventive Pedagogy of Education which are critical to safeguarding our schools and developing a nation of character. They must be cultivated in America’s schools, and are applicable not only to teachers, but to law enforcement, especially school resource officers, and all staff:
- Teachers inspire admiration as they care for youth entrusted to their care.
- Teachers are respected as individuals with character, and motivate the same in their students.
- The edifice of the preventive system is character and its pillars, which include respect, responsibility, fairness, and citizenship.
- A vigilant presence is exercised to prevent inappropriate behavior and reward proper behavior.
- Improvements with behavior are motivated through kindness and respect rather than punishment.
- A collaborative and speedy intervention to warning signs takes place due to the educator’s presence and awareness.
- Educators influence through positive attitudes, professionalism, and approachability.
- Discipline can be as effective as an expression of disappointment or a reproachful look because the student admires the teacher and is loyal and respectful.
- Students are affirmed for their qualities and do not lose heart when mistakes are made because the educator emphasizes the good in the student and encourages them through a positive attitude.
- Students are encouraged to do what is right through the teacher’s patience, guidance, and understanding.
About the Author
Vincent J. Bove, CPP,
is a national speaker and author on issues critical to America with over 300
published works. Bove is recipient of
the FBI Director's Community Leadership Award and former confident of the New
York Yankees. He is co-founder of Global
Security Resolutions and served as spokesperson for a coalition of Virginia
Tech tragedy families of victims. His most recent books are Reawakening America
and Listen To Their Cries.
For more information see www.vincentbove.com or twitter@vincentjbove
Published: The Chief of Police, Spring 2021 - Distributed hard copy to police chiefs and law enforcement executives nationwide.
Photos
Police at Sandy Hook after the shooting, Dec. 14, 2012. (Public Domain, Credit Voice of America
U.S. Secret Service Report Cover
Virginia Tech monuments honoring the fallen, Virginia Tech. (Common Attributions, Public Domain)
Labels: Campus Security, Education, Gun Crime Prevention, Mental Health, School Resource Officer, School Violence, Youth
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