Few things get a community’s attention more than a school shooting or threats of violence in our schools. We’re talking about our kids, after all.
Data compiled by Education Week shows that there were 29 school shootings resulting in injuries or deaths in the U.S. in 2024 as of mid-September. That’s about 4.5 incidents per month if you take out a couple of months for summer breaks. While each of these incidents is tragic, there are nearly 100,000 public K-12 schools in the country. From a pure numbers standpoint, these incidents are relatively rare.
However, the news media and social media can bring these threats and incidents to our attention in dramatic ways. Hearing about a school shooting 4.5 times a month can have an effect upon us all, but especially on our kids.
While there is no single solution to this complex problem, research suggests that certain protective factors in the school environment can play an important role in reducing the likelihood of students becoming perpetrators of violence. Specifically, stable connections to school, positive relationships with school personnel, and engagement with nonviolent peers have been identified as key elements that can decrease a young person's propensity for violent behavior.
According to a comprehensive report by the U.S. Government Accountability Office (GAO), a student's risk of engaging in violence is influenced by the interplay of multiple risk and protective factors throughout their development. While risk factors like exposure to violence, antisocial attitudes, and access to firearms can increase the chances of violent behavior, protective factors serve as a counterbalance. The GAO report highlights that "stable connections to school, school personnel, and nonviolent peers" are among the key protective factors that can reduce the likelihood of a student becoming violent.
So how exactly do these school-based connections help prevent violence?
There are several important mechanisms at play:
Sense of Belonging: When students feel a strong connection and sense of belonging at their school, they are more invested in the school community and less likely to want to harm it or the people in it. Regular participation in school activities, sports teams, clubs, and other programs helps foster this sense of connection.
Positive Adult Relationships: Supportive relationships with teachers, counselors, coaches, and other school staff provide students with trusted adults to turn to when facing challenges or difficult emotions. These relationships offer guidance and emotional support and help develop healthy coping skills.
Peer Influence: Friendships and social connections with nonviolent peers reinforce positive behaviors and attitudes. Students are heavily influenced by their peer groups, so having a social circle that does not glorify or engage in violence is crucial.
Academic Engagement: When students are actively engaged in learning and working towards academic goals, they have a sense of purpose and future orientation that can steer them away from destructive choices.
Conflict Resolution Skills: Schools that prioritize social-emotional learning help students develop critical skills in communication, empathy, and peaceful conflict resolution. These skills enable students to navigate disagreements and frustrations without resorting to violence.
Early Intervention: Strong connections to school personnel increase the chances that warning signs of potential violence or mental health issues will be noticed early, allowing for intervention and support before a situation escalates.
What can schools do to strengthen these protective connections?
Offering a variety of extracurricular activities to engage diverse student interests
Providing mentoring programs that connect students with caring adults
Emphasizing social-emotional learning across grade levels
Creating opportunities for collaborative learning and peer support
Ensuring access to school counselors and mental health resources
Fostering a positive school climate that values respect, inclusion, and nonviolence
While these approaches require an investment of time and resources, they have the potential to not only reduce violence but also improve overall student well-being, academic performance, and school climate.
Now, consider the outcomes schools are seeking by implementing the Portrait of a Graduate model into their schools.
An argument can be made that a community-generated and supported POG model may have an impact on school shootings and violence. If you’re thinking, “well maybe so, but it’s not a strong argument,” I would have to agree. However, I can make a strong argument that POG skills could reduce the anxiety students, teachers, and parents feel when they hear about school shootings and violence four and a half times a month.
I’ll make that argument in a follow-up article, but for now, I would like to leave you with two requests:
In what ways do you think the POG model can mitigate the direct and indirect effects of school shootings and violence? Let me know what you think in the comments.
Download a copy of Grandview’s free School Safety and Well-being Survey for Students. Use it. Share it. Compare it to what you’re already doing. Your kids have insights and stories to tell that we all need to hear.
Okay, here’s the disclaimer that I am compelled to offer:
School-based protective factors are just one piece of the puzzle when it comes to preventing school violence. Community-level factors, family dynamics, and broader societal issues all play a role. However, given the significant amount of time young people spend in school settings, educators have a unique opportunity to foster the kinds of connections and relationships that can set students on a positive path.
ABOUT THE AUTHOR
David Brake is the founder and CEO of The Grandview Group, a consulting firm that helps organizations engage their stakeholders and elevate impact. We would love to talk with you about how your organization is engaging stakeholders and elevating impact.
Comments