Let’s Talk School Shootings And Active Shooter Drills.

How Can We Protect Our Kids?!

“School shootings”, as we know them today, began in the latter 1990s (this was the first time school shootings in close succession). The two time periods with highest number of school shootings are 2017-2019 and 2022-present. Most school shooting occur in rural, small towns and often there are no specific targets. Per recent research, despite what was true in the past or may be common perspective today,  there really is no “typical school shooter profile” as it stands today. The only real commonality, is that many experience acute rage and feelings of injustice, sometimes combined with need for stimulation and feeling righteous in their acts. It has been noted that “rage erases empathy.” That being said, school shooters continue to be mostly male and more often white; however, there has been a significant increase in perpetrators of all races and ethnicities as well as socio-economic status. The 2% of female/non-binary/transgender school shooters tend to have similar characteristics to the male school shooter profile. Additionally, we are seeing both younger and older students planning or engaging in school shooting than prior years. Many were not loners and had several friends (sometimes mostly online communities); however, they may have “felt lonely” in their world, despite being connected to others.

I will be discussing the factors that often play a role in the trajectory of those children who turn to violence, and where and how some of the gaps in the systems can be repaired. As I mentioned, there are many different ways to get to the same outcome- this is called equifinality. For example, the research shows similar numbers of deaths by suicide, mass shootings, and drug overdoses, highlighting the fact that similar causes and situations, can ultimately lead to different outcomes. Many times there have been many small triggers that add up to a person feelings frustrated and misunderstood. Historically many have blamed guns, mental illness, bullying, illegal drugs, video games, or psychotropic medications for triggering school shootings. While the factors influencing the significant increase in school shootings is multifactorial, we do know that “American gun culture” and lack of adequate mental health intervention are two of many factors playing into the rate of school shootings in USA and that there is no evidence to support the idea that prescribed medications play any role in increasing violence or homicidal ideation. Sadly and not surprisingly, mass murders in general tend to increase in times of political discord and distrust. Per the research, some common factors of school shooters have included: childhood abuse, exposure to violence from a young age, parental suicide, domestic violence within the home, untreated mental illness, and severe/chronic bullying. And it has often not been a child who would be deemed as a “loner” or outcast.”

Per Dr. Peter Langman, those who end up following through on a school shooting tend to fall in one (or in some cases more than one) of the following 3 groups- either traumatized (accumulation of traumatic and adverse experiences), budding personality disorders (sometimes referred to as sociopaths or psychopaths), or those labeled as psychotic (experience a break with reality). More specifically, those who have been traumatized in some manner typically experience significant internalized distress that ends up projecting outwards (PTSD, RAD, severe depression, etc., can sometimes overlap with ASD). Sociopaths often struggle with empathy, and are focused on their own objectives, can present as charming as polite, and may have antisocial or other cluster B personality disorders. Those in active psychosis often struggle to show and interpret emotions and sometimes experience derealization, dissociation, and they may have a diagnosis of schizophrenia/schizotypal, or avoidant PD), For school shootings by children or young adults specifically, those falling within the “traumatized” group are the most common, with most others falling within the sociopath/psychopath group. School shooters in active psychosis tend to be more rare, especially as of late, so I am going to focus describing characteristics of mostly on the former two groups.

For traumatized children, exponential trauma (meaning each subsequent trauma causes a significant effect) often leads to a quick elevation of emotions. There is a significant relationship between ACE score and vulnerability to violence to self and/or others, in addition to a lower threshold for emotional reactivity and altered worldview. Many have experienced a lack of permanence, consistency, and/or a significant loss, and many times have had birth or medical defects sometimes lead to insecurity and helplessness. Sometimes they have felt rejected by family and don’t feel safe/able to trust others, or have “higher-functioning” siblings and felt invisible or like failures in their family. Often times those falling within this group experience concrete thinking and concepts of “good” and “bad”, “winners” and “losers” dichotomies, which are maladaptive and have also been shown to increase risk for depression and feelings of anger, resulting in blaming the world and others. School shooters feeling as if life is unjust, disappointing, hopeless, and rigged (lack of motivation to invest in self or society). Some common behavioral presentations of those falling within this population include: suicidal ideation/self-harming, depression, substance use, social detachment, loneliness, and hyper-vigilance/paranoia. Additionally, some are also frustrated and insecure because of undiagnosed or untreated learning differences.

In terms of potential motivation for those who tend to have experienced a cumulation of trauma, rejection, or devastation in their lives, many feel as though they have nothing to lose and have given up, and often feel stuck or trapped in some capacity. Many shootings are projection of self-hate, emotional pain and some are looking for someone to blame and/or acceptance as result of their act. Sometimes there is co-dependency with partner or team of shooters, which put them over the edge in terms of following through of plans. Many are murder-suicides, and some reportedly wanted to die but were afraid to commit suicide so would prefer “suicide by cop.” For some of the shooters, they expressed that death or jail felt actually felt safer than being at home or school. Interestingly, the research highlights that for almost all attempted or completed school shootings, the perpetrator’s main motivation was not a history of bullying, though sometimes this was part of the picture, it was always multi-factorial, most often with longstanding co-occurring psychological distress, with motivations far and beyond solely experiencing bullying.

As far as the sociopathic/psychopathic profile, sadism/nihilism are often core factors, and they tend to have more external anger and show patterns violence and dissent from a young age, especially of those with budding personality disorders. Sometimes there is a preoccupation with violence, longstanding interest in death/killing/explosives, an obsession beyond normal to the point where it blends fantasy with reality. Many are anti religion, feel there is no higher meaning, and have a negative sexual history. Some have prior experience with torturing of animals or vulnerable children but not as common.There is some evidence that long-term violent video game use can result in reduced empathy in those who already struggle with empathy and compassion, Violence within the home has been shown to be a stronger factor than video game violence, but the combination is especially concerning.

In terms of potential motivation for those who fall in the psychopath profile, they sometimes experience envy and feelings or failure of “manhood.” Rage can be a big factor if they are made to feel like a failure, and romantic rejection can be one of many triggers. It is often more about power and control than revenge or anger in many cases, but varies. Some feel that can only relate to other school shooters and idolize them, need power, control, or release. Some identify with certain ideologies (nazism, satanism, manosphere etc.). Many identify with experiences of past school shooters and desire attention, or experience feelings of grandiosity. Some are looking for excitement, risk, and stimulation, coupled with lack of empathy, and indifference (cluster B PDs). As such, some will actually live stream their attacks for additional notoriety and/or mimic others because of perceived positive outcomes and recognition.

I think it is also important to mention the incel subculture, as those identifying as “incels” have allegedly been responsible for at least 59 murders in the United States as is prevalent across many social media platforms including: 8chan, 4chan, X, discord, reddit, and tik tok, and this group is suspected to include approximately tens of thousands of users. So, what is an incel? Incel refers to the combination of “involuntary and celibate”, indicating someone (typically hetero white male) who is not sexually active, not by choice, but rather because they have been essentially ineffective in seducing women. Incels are seen as part of the “mens right movement” or “manosphere”, (those who have takes the “red pill”) which is the greater umbrella culture popularized by Andrew Tate, Jordan Peterson and Elon Musk. Many incels believe that looks, money, and status dictate intimate relationships (lookism) and feel it all stems from biological determinism, meaning there is no way to change it. The idea is that 80% of the women (including the most attractive and exclusive “Stacys”), are interested in 20% of the men (“chads”), while the bottom 80% of men competing for the bottom 20% of women. As a result, women and “manly men” are painted the scapegoats, and the more extreme incels believe they can gain manhood through violence, experiencing what some call “aggrieved entitlement” (resentful and privileged). In these more extreme subgroups they often share misogynistic content, sometimes celebrating mass murderers, and wanting to “take out” the “chads and Stacys”, creating an echo-chamber effect that propels hatred and resentment.

There have been extremists, who are viewed as gods/saints for mass murder, with individuals reportedly mimicking attacks and idolizing other “notorious” violent incel members. For example, the school shooting in Parkland was allegedly planned on Valentines Day in 2018, because of its romantic implications as as a “screw you” to those who were successful in romance and sex, and the shooter was reportedly part of the incel community and this “sainted” upon his completion of his attack. This group is interesting because they are so diverse and heterogeneous and seem to encompass many characteristics of both of the profiles I just described; however, it appears that the people who ultimately end up committing a school shooting tend to exhibit more of the externalized traits of longstanding anger and hatred as well as nihilism (considered one who takes the “black pill”). They are often intelligent but with reduced social skills/low self-esteem in real life, some narcissistic features, and some are grandiose. They are also often unemployed and living with their parents. It is suspected that these extremists want others to suffer like they have, some report feeling forced to live in a state of doomed existence, victim ideology, and despise “radical feminism.” Per the research, some report desiring a sense of fraternity they have never had before, as well as high rates of depression and anxiety with suicidality, black and white thinking, and feel they have “nothing to live for.” And when you feel as though you have nothing to live for, especially as a child, you tend not to fear harm or consequences and will grasp at any semblance of acceptance or notoriety.

So now that we understand the potential motivations in such attacks, let’s discuss what to look out for in the time period immediately prior to the shooting or attempting shooting occurring. Many but not all shooters experience a trigger or crisis in the weeks/days proceeding the attack, often with physical and behavioral changes. Potential signs of a person in crisis include: increased agitation, abusive behavior, isolation, reduced reality testing, depressed mood, irritability, difficulty with daily functioning, and paranoia. Warning behaviors can include: stockpiling weapons, diagramming school, documenting plans. There is often “Leakage” in which the person leaks their plans or desire to commit such an act to strangers on internet and/or peers, Forms of leakage: directly stating to another person(s), trying to recruit a peer, asking for weapons/supplies, warning friends or loved ones, praising other school shooters on social media, dark/aggressive themes in school assignments/journals, attempts to purchase weapons, occasionally make a hit list but not common, though sometimes will post to social media. Of note, most attacks are upon random victims, it is unusual that specific targets are sought at at the time of the shooting. It is rare that school shooters will just “snap” one day- most often there are significant plans and contemplation ahead of time. Many discuss prior school shooters they idolize in their “leakage.” Sometimes the perpetrator will have created a username of a past annihilator or use code names/numbers to indicate allegiance to certain ideologies. There have been several references to Stephen King’s book “Rage” and the movie “Natural Born Killers” as well as “Doom” and “Modern Warfare” video games.

So let’s try understand why and how this continues to happens, despite many attempts at prevention so we as parents, educators, professionals, and citizens know what to look out for and where there is significant potential for change. First, I want to discuss of the systemic flaws that have failed to prevent school shootings. Some schools are missing school psychologists, and social workers, which reduces mental health care and ability to perform adequate and thorough threat assessments. In some instances, school shooters were reportedly removed from a therapeutic school because of lack of funding and ended up back in public school before they were ready, placing them and others in harms way. Additionally, cameras, metal detectors, and SROs have not been shown to prevent school shootings, giving a false sense of safety. In fact, armed security guards did not reduce the number of deaths/injuries and often just resulted in death of the security guard(s). Peers sometimes do not report to school for fear of being labeled a “snitch” by others, and/or lack of trust in adults. I should note too, that even if a student is reported by peers or staff, law enforcement may still need a warrant to find evidence. Often times concerns are dismissed by law enforcement or there is not enough evidence to intervene. Additionally, sometimes staff are fearful of reporting concerns because of fear of retaliation from parents, reactions from other school personnel, or fear of further harm to the student. In terms of threat assessments, while there has been some evidence of efficacy, there are no current formal checklists/questionnaires or consistency across methods of threat assessments across schools. ER Doctors and nurses and even some clinicians are not uniformly taught signs of trauma/acute distress and don’t always know when and how to intervene. Many are turned away from the ER with psych issues because of lack of beds or because they were quickly assessed and ruled “lack of threat.” If they are sent to a psychiatric hospital they often just stay for a few days to “stabilize” and then are released with minimal supports. Only 6 states require safe storage of guns within the home, meaning often times they are out in the open and/or loaded ready for easy access. Some guns used in school shootings were “purchased easily” if they were 18 or older and some used are ghost guns. The media also plays a big role in the portrayal of school shooting information and image. Despite some trying to curtail the publicity to shooters, media is a business and wants viewers/clicks so tend to report whatever they can if it is legal to share.

And what about at home? When parents don’t have access to mental health services they sometimes call police who are not trained for mental illness and sometimes exacerbate situation/anger/distrust etc. Many are in care with a mental health professional but are not receiving the level of care necessary or require a more intensive intervention than they are receiving. Some have not taken their medication as prescribed or prescribed incorrect medications and have regret after properly medicated. 80% of school shooters get weapons from family members, and there is a strong correlation with living in a home with legal or illegal gun use by parents. At least 10% of children can readily access loaded guns within their homes and many feel the supervision and access is way too lax on the parents part. On the contrary, some feel as though parents by being overprotective are not pushing their children to be uncomfortable or take risks at an early age giving to lack of challenging goals/dreams and reduced self-control/emotional resilience (e.g., failure to launch).

Of course, the most concerning part about school shootings or school violence is the consequences that come along with it. Beyond the obvious in terms of injuries and deaths, there are many individual and societal effects to be aware of. 50-75% of American teenagers worry about school shootings.10-15% of students report negative effects from active shooter drills (aside from the fact that there is limited evidence that lockdown drills for children improve outcomes). Some young children did not realize an active shooter drill was a drill about became traumatized or re-traumatized. Many experienced trauma from attending their peers/siblings funerals as very young children and sometimes siblings of those shot or killed become unintended caretakers of parents/other siblings. Changes the feelings of being invincible and carefree as a teen. Many children express “my school/my town/the world isn’t safe anymore”, Some children have created stickers that say “In the event that I die from gun violence please publicize the photo of my death” so that it may show the seriousness of the event in a hope for change. Some children expressed feeling further traumatized after surviving and being harassed by media for info/stories. Many experience survivors guilt, even for those who weren’t directly present, Many survivors and parents of those killed experience PTSD, chronic grief, depression, panic attacks, and agoraphobia amongst others.

On a societal level, school shootings lead to significant exponential trauma and high cost to victims, their families, teachers, therapist, school admin, doctors, psychiatrists, law enforcement, and overall society. The trauma of school shooting produces generational change and long-term effects and can change parents’ ability to be present and positive for their children. It can remove the solace people feel from religion. Some survivors end up addicted to pain pills after physical recovery because of chronic physical and emotional pain and some have experienced secondary traumas when other family members commit suicide or turn to other self-destructive behaviors. The trauma also affects the survivors ability to learn (both physically and emotionally). The increase in school shootings have resulted in loss of teachers and staff secondary to those who are afraid to work in a school setting/dont want to be responsible in active shooter situations. Many report fear of schools, malls, concerts, religious institutions, and movie theaters and tend to avoid these places/events resulting in changes in the economy and the way society functions, as trauma begets trauma and the cycle continues.

On an optimistic note, there are several potential avenues of change for both individual survivors and society/systematic failures as a whole.Notably, it has been found to be more important to make changes locally and the community level than state level, as we know that lack of proactive care and intervention results in significant money and resources required retroactivity. The STOP School violence Act of 2018 provides federal funding and technical assistance to states, districts, and indigenous tribes for programs that aim to prevent school violence through evidence-based strategies (technology, training, and reporting systems), Ability to report anonymously increases likelihood for peers to report, Evidence that assault weapon bans and large-capacity magazines bans have prevented or limited some mass shootings, Red flag laws allow family members to petition court to temporarily remove a child/adults access to firearms if fear of harm to self or others. We need to make sure all medical doctors and clinicians are trained adequately, clinicians need to execute their duty to warn obligations even if unsure, Need well-trained crisis intervention teams, When providers are able to work with a family within their home it significantly reduces instances of abuse, neglect, and violence. Those who have lost family as well as survivors benefit from community, support groups, and being part of momentum for change, music and art therapy, trauma-based therapy, exposure therapy including EMDR, some benefit from turning toward religion, some benefit from giving forgiveness, don’t tell anyone they should be fine because they didn’t lose a “family member” don’t let anyone tell you how or your child how you should feel.

In terms of educational environments, We need expand mental health services within schools and for those without insurance or limited accessibility, and we need to strongly enforce anti-bullying and anti-violence policies in schools and ensure suspicions of abuse at home and at school are reported to CPS. School-based programs that increase pro-social meaning for self can be beneficial at reducing harmful behavior, proper academic support, mental health care, and early identification of struggles. Schools must conduct threat assessments for ANY threat of violence, aim is to gauge intent and assess access to weapons, take extensive history and do data mining. Threat assessments for support students not discipline students with appropriate services in addition to a search of student’s property, social media, home environment, medical and educational records, as well as interview with family and peers. A multidisciplinary team is required for proper training and intervention. All school should conduct ACE/trauma screenings in addition to threat assessments b/c have psychologists, case managers, etc.; however, educational defunding has made this near impossible at present. It is important to understand that punishment/expulsion/institutionalizing is not a solution for traumatized or mentally ill students. The research shows it is more important to train the adults rather than the children in terms of plan for active shooter situation, recent evergreen high school shooting in Colorado reported benefit to keep shooters out of classrooms. Students and peers are often the ones in the best position to interpret and report potential threats by others peers, as was seen in a recent thwarting of an attack on a school in California.

And perhaps most importantly, some potential solutions for parents: consider less privacy on phones/internet, monitor schoolwork and journals, check your children’s browsing history, monitor social media, pay attention to your child’s interests, don’t lie for or overprotect child if you find out any disturbing interests or habits, don’t ignore cries for help, take all concerns seriously,  eliminate easy access to guns/weapons, be aware of plans or “rehearsal of an attack”, don’t hesitate to outside seek therapeutic help, rely on school teams and coaches for additional information and help, display acceptance of who your child is and model open communication, explain the difference between “snitching” and “reporting”, and understand the difference between “walls” and boundaries. peer support/connection, validation of feelings/experiences, Resilience most common when the child has a stable, committed relationship with a supportive adult, If shooters are stopped its usually they were convinced by someone they trust/respect or they told a person of their plans and the person reported it, attention and encouragement from family, Children need validation, hopefulness, and understanding, emotional and physical stability, and reduced social media use. When you label school shooters are disturbed, monsters or mentally ill, this can be dangerous but it makes it as though they are clearly atypical, deranged, or different, causing many to ignore signs from people in their life that they don’t perceive to carry those labels and are “hiding in plain sight”, instead think of it as “people who do monstrous things” and needing to understand why/how.