School Violence Prevention

The Connection Between Mental Health & School Safety

Suzanne Sibole School Violence Prevention , , ,

May 23, 2016 | Blog | 0 comments

The Connection Between Mental Health & School SafetyIn the hours, days, and weeks after an act of school violence, our nation predictably turns its focus to the mental health of the perpetrator. We often assume that the attacker’s behavior was caused by mental illness. This belief provides something of an explanation for us to hold onto in our shock and grief. Believing that the perpetrator suffered from mental illness allows us to distance ourselves just a bit from the individuals who would commit this type of violence. While this explanation may serve as comfort for our wounded psyches, is it valid? What does the research tell us about the connection between mental health and violence?

The majority of people with mental illness do not commit violent acts. A number of studies support the finding that a mere 4% of violence toward others in the U.S. can be attributed to people diagnosed with mental illness.[1] There are, however, specific severe mental illness diagnoses linked to slightly higher rates of violence – schizophrenia, which is characterized by disorganized thoughts and behavior and perhaps a loss of touch with reality, along with the major mood disorders, bipolar disorder and major depression. The truth is, persons with mental illness are more likely to be victims than perpetrators of violence.[2] Mental illness does, however, carry an increased risk of violence toward oneself – suicide.[3]

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We also know that alcohol and drug use and abuse significantly increase risk for violence toward self and others in both mentally ill and non-mentally ill populations.

Mental illness, then, is not the sole cause of school violence. Roughly 1 in 4 people in the U. S. have a diagnosable mental illness and most of them do not feel compelled to act violently.[4] Mental illness is just one risk factor, and the presence of risk factors does not necessarily result in a specific outcome. Many factors are involved in this process.

How can we reliably determine which individuals are at risk for perpetrating violence in our schools?

The practice of threat assessment, developed over the past twenty years, is the tool we use to investigate and determine the level of risk posed by a given individual. Its focus is not on predicting, but on preventing violence.

Quite simply, we can get a glimpse into someone’s mind by observing precisely what the individual says and does. We review all risk factors, behavioral warning signs, and violence inhibitors, to obtain a more complete picture of whether the individual is heading toward violence. Then, we can intervene, get help for the person, and manage the possible threat in a way that will keep others safe. If we find that we do have concerns about the individual’s mental health, this is the time to summon the person’s support system and refer him or her for assistance.

This discussion would not be complete without acknowledging that in the aftermath of a number of school shooting attacks, previously overlooked indicators of undiagnosed mental illness were uncovered.[5] While the incidence of school shooting is rare, and the link between mental illness and violence is tenuous, we always want to watch for signs of possible mental health issues, and attend to them swiftly.

Other risk factors and warning signs of violence include access to weapons, substance use/abuse, noncompliance with psychiatric medication or treatment, fascination/preoccupation with weapons and violence, a commando mentality, holding onto grievances, a model or script for using violence to solve problems, feelings of envy, anger, rage and hopelessness, a sense of being entitled to revenge for a perceived wrong, and a feeling of marginalization from peers. Can a distorted sense of reality or skewed thought patterns be behind some of these factors? Absolutely!

There are also specific protective factors shown to inhibit violence. These may or may not be present in a given individual’s life. It is the totality of the situation that ultimately determines the outcome.

Small steps we can take each day to keep our schools safe include making vital personal connections with our students, fostering a positive, equitable school climate, educating others and ourselves about the risk factors and warning signs of mental illness, suicide, and violence, and keeping a watchful eye on students. We can develop a process in our schools for referral, assessment, and intervention to provide the help our students need. With all of these preventive measures in place, we can trust that we’ve made our schools a much safer place to learn.

This post originally appeared as a guest blog at SafeandSoundSchools.org

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[1] Friedman, Richard A., M.D. The New York Times, December 17, 2012.

[2] Brekke JS, Prindle C, Bae SW, Long JD. Risks for individuals with schizophrenia who are living in the community. Psychiatric Services. 2001; 52(10):1358–1366. [PubMed]

[3] University of Washington School of Social Work http://depts.washington.edu/mhreport/facts_suicide.php

[4] Singh, Pavita, MPH. Huffpost Media, Jan 28, 2016

[5] Langman, Peter. School Shooters: Understanding High School, College, and Adult Perpetrators, Rowan & Littlefield, January 2015

Mass Shooter Contagion

Suzanne Sibole School Violence Prevention, Suicide Prevention , , , , , , , ,

Mass Shooter Contagion

When you review your school safety practices this summer, be sure to consider the phenomenon known as the mass shooter contagion effect.

We’ve already learned that it’s best not to extensively memorialize deaths that were caused by suicide. The reason for this sometimes unpopular practice is that we don’t want to encourage suicide in those individuals who may view it as a method of getting the recognition and sympathy they desire.

There appears to be a similar effect operating with regard to mass shooting incidents. For this reason, we also want to minimize the recognition of mass violence perpetrators.

Dr. Sherry Towers led a research team from Arizona State University to apply a statistical model for detecting contagion in disease to shooting data previously collected by the Brady Campaign and USA Today. The researchers found that mass shootings increased the incidence of similar events within a period of 13 days. It was noted that this effect is present in 30% of mass shootings and 22% of school shootings.

This type of clustering may have roots in a similar copycat effect regarding suicide that was noted by sociologist Dave Phillips in 1974, and termed the Werther Effect. The Werther Effect uses social learning theory to explain that vulnerable individuals may see or hear of the suicide of someone with whom they identify and make a decision, either consciously or unconsciously, that suicide is an appropriate choice for him/her as well. This effect is thought to be responsible for cluster suicides.

Mass shooter contagion and schools

There is some indication that the national media is beginning to review and act on this information. Our job is to do the same in our own schools and communities.

Here’s what we need to do:

  • Make our staff aware of both the suicide and mass shooting contagion effects
  • Become increasingly vigilant when either suicide or violence occur in our geographic area, or anywhere in the world, if there is national media exposure.
  • Train school staff members in the warning signs of suicide and violence. For a list of each, consider taking this free online school safety course, which contains both lists.

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School Violence Rates Increase in the Spring

Suzanne Sibole School Violence Prevention , , , , ,

School Violence

In a recent post, I wrote about the reality of higher suicide rates in the Spring. We also need to be exceedingly vigilant about the warning signs of violence during the spring months. Here’s why:

School Violence Rates Increase in the Spring

In my research, I found a total of 100 confirmed injuries or deaths by shooting or stabbing in secondary and post-secondary schools during the months of April and May in the United States. Of course, we want to be vigilant at all times, but even more so during this time of year. Whether the factors responsible for these high springtime rates parallel those involved in increased spring rates of suicide is unclear. Further research may help to clarify the role played by social and biological factors in these high rates of violence.

Below is a list of April and May dates that have witnessed the tragedy of a school shooting (it may not be exhaustive). Some of the incidents have included the suicide of the perpetrator. Because individuals who are contemplating an act of targeted violence often identify with, and wish to emulate, previous attackers, specific dates may be significant to a given individual. Research has established that there is such a thing as a copycat effect, so it’s wise to familiarize your school staff with the dates below. This is a time to be particularly vigilant, especially with persons of concern. If you notice something that causes concern and aren’t sure what to do next, read this.

April 2, 1867, 1921, 2012
April 5, 1975
April 6, 1904, 1918
April 7, 1977, 1982
April 9, 1891, 1952, 2014
April 10, 1996
April 11, 2014
April 12, 1919, 1982, 1887, 1994, 2013
April 13, 2015
April 15, 1908, 1993
April 16, 1974, 1987, 1999, 2007, 2013, 2015
April 17, 1981, 1956, 1984
April 18, 1918, 2013
April 20, 1984, 1961, 1999
April 21, 2014
April 23, 1991
April 24, 1890, 1998, 2003
April 25, 1950
April 26, 1978, 2009
April 27, 1936, 1966, 2015
April 29, 1920
April 30, 1866
May 1, 1920, 1992 (2), 1958
May 4, 1956, 1970, 2014
May 5, 2014
May 6, 1930, 1940
May 7, 1935, 2004
May 8 2014
May 9, 2003
May 12, 2015
May 13, 1969
May 14, 1992 (2), 2013, 2014
May 15, 1920, 1954, 1970
May 16, 1986
May 17, 1889, 1984, 2001
May 18, 1906, 1927, 1979, 2009 (2)
May 19, 1998, 1936
May 20, 1988, 1999
May 21, 1998
May 22, 1930, 1968
May 23, 1940, 2011, 2014
May 24, 1878, 1879, 1979, 1993, 1998, 2015
May 26, 1994, 2000, 2012
May 28,1931

In addition, both the Oklahoma City Bombing and the Boston Marathon Bombing occurred during the spring, on April 19, 1995 and April 15, 2013, respectively.

I would not suggest that you disseminate this information to students or parents but I do recommend reminding all staff and parents that this is a time of year to increase vigilance regarding signs of both suicide and violence.

A Mother’s Reckoning

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A Mother's Reckoning

“By telling my story as faithfully as possible, even when it is unflattering to me, I hope to shine a light that will help other parents see past the faces their children present, so that they can get them help if it is needed.”

This is how the book, A Mother’s Reckoning, begins, and it is a  courageous effort that will leave you with a heightened sense of empathy and an emotional mix that eludes a label.

This is how the book begins, but the story begins in another way. It shatters our security and every sense of what we believed, with the unfolding of theretofore-unimagined horror.

Sue Klebold begins her story with the phone call from her husband Tom that changed everything. She takes us on a profound journey from that long horrific day in April 1999 to near-present day. She allows us to know her: to hear her questions, witness her grief, and feel the dawning of her realization that her beloved son did in fact destroy many lives. By sharing so much, we are able to experience perhaps a tiny sliver of her sadness, grief, shame, incomprehension and loss; and come away with an undeniable “there but for the grace of God go I” sentiment that will echo through our days.

Sue Klebold allows us to scrutinize her parenting as she details the life of her son, Dylan. She takes full responsibility for missing signs of a troubled young man. But Dylan was not always troubled. In fact, Sue shows us the Dylan who was gifted, sweet, caring and worked with young children. As she so eloquently states, “the disquieting reality is that behind this heinous atrocity was an easygoing, shy likable young man who came from a ‘good home’.” His parents eschewed guns, were careful about the movies they allowed their sons to watch, and “put them to bed with stories and prayers and hugs.” This offers little comfort to the masses. It exposes the vulnerabilities in all of us.

The reality is that we will never stop all of the suicides or violence in our society, but by being exceedingly aware and vigilant, we can change some outcomes. We can trust our sense of anything at all being “off” and take actions that can help an individual in untold ways. Often, this will interrupt the pathway to suicide or violence. This, after all, is Sue Klebold’s mission, and her hope for all of us.

Regardless of your feelings about the Columbine High School attack, A Mother’s Reckoning is a humbling and enlightening read. I encourage you to make the time to read it. If you’re looking for additional reading material on school safety and violence prevention, you can find my carefully curated reading list here.

Two Types of Violence in Schools

Suzanne Sibole School Violence Prevention , ,

Two types of violence in schools

There are two types of violence in schools: impulsive and targeted. But, only one of them typically ends up on the evening news.

Targeted violence is premeditated and planned over a period of time. Because of the planning and preparation that precede it, this type of violence is considered to be predatory in nature. This is the one that stops us in our tracks when we see it on the news.

Impulsive violence is reactive and may seem to come out of nowhere, or it can be a nearly predictable result of ongoing conflict.

Differences between the two types of violence:

A pioneering study found distinct differences between impulsive and predatory violence, when that violence results in death. Here are some of the findings that can help increase our own awareness:

  • Compared to impulsive murderers, predatory/premeditated murderers are nearly twice as likely to have a history of mood disorders or psychotic disorders — 61 percent versus 34 percent.
  • Compared to predatory/premeditated murderers, impulsive murderers are more likely to be developmentally disabled and have cognitive and intellectual impairments — 59 percent versus 36 percent.
  • Over 90% of the impulsive murderers in this study had a history of alcohol or drug abuse and/or were intoxicated at the time of the crime — 93 percent versus 76 percent of those whose crimes were premeditated.

In schools, we need to be alert for both types of violence. We must pay attention to individuals and specific actions. Only then can we dig deep enough to assess a person’s mindset, coping skills, stressors, and intent to harm others so we can contain and manage the situation before violence takes place. To learn more about this process, see this.

For more on preventing targeted school violence, click here.

Tools to Help Students Tell

Suzanne Sibole School Violence Prevention , , , ,

Tools to help students tell

My last post was about teaching students to break the code of silence around concerning behavior and threats of violence. Today’s post provides some concrete tools to help students tell an adult when they have a concern about someone’s words or behavior.

Tools to help students tell

The Brady Campaign has a long history of unique efforts to end gun violence. This is no exception. Their SPEAK UP campaign is the first national anonymous reporting line for youth. It is staffed 24 hours a day, 7 days a week with trained counselors who take detailed reports and follow up with calls/faxes to designated local authorities. The site is full of information designed to captivate youth. Fortunately for us, it also provides a treasure trove of downloadable materials for educators.

The PBS program The Path to Violence is an enlightening look at what we can do each day to build a healthy and trusting school climate that encourages students to come forward with concerns. It is worth every second of the 54 minutes it will take for you to watch it.

Implementing these simple ideas will increase the likelihood that your students will talk to an adult when something concerns them. This will give you a window of time to intervene and change the outcome, keeping everyone much safer.

Do you have a school safety challenge that needs a solution? Schools around the nation are getting the help they need with a 1-to-1 consulting session. Click here for details.

One of the world’s best known business development experts recently said some amazing things about Youth Risk Prevention Specialists. You can read them here.

Spring = High Rates of Violence

Suzanne Sibole School Violence Prevention , , ,

B & W Flower

Earlier in the week, I wrote about the increase in suicides during spring months. We also need to be increasingly mindful of indicators of potential violence at this time of year.

Spring = Higher Rates of Violence

In my research, I found a total of 96 confirmed injuries or deaths by shooting or stabbing in secondary and post-secondary schools during the months of April and May in the U.S. Of course, we want to be vigilant at all times, but even more so during this time of year. Whether the factors responsible for these high springtime rates parallel those involved in increased spring rates of suicide is unclear. Further research may help to clarify what role, if any, is played by springtime weather, social, and biological factors in these high rates.

Below is a list of April and May dates that have been host to the tragedy of a school shooting (it may not be exhaustive). Some of the incidents have included suicide of the perpetrator. Because individuals who are contemplating an act of targeted violence often identify with, and wish to emulate, previous attackers, these dates may be significant to a given individual. It is a time to be particularly vigilant, especially with persons of concern.

April 2, 1867, 1921, 2012
April 5, 1975
April 6, 1904, 1918
April 7, 1977, 1982
April 9, 1891, 1952, 2014
April 10, 1996
April 11, 2014
April 12, 1919, 1982, 1887, 1994, 2013
April 13, 2015
April 15, 1908, 1993
April 16, 1974, 1987, 1999, 2007, 2013
April 17, 1981, 1956, 1984
April 18, 1918, 2013
April 20, 1984, 1961, 1999
April 21, 2014
April 23, 1991
April 24, 1890, 1998, 2003
April 25, 1950
April 26, 1978, 2009
April 27, 1936, 1966
April 29, 1920
April 30, 1866
May 1, 1920, 1992 (2), 1958
May 4, 1956, 1970, 2014
May 5, 2014
May 6, 1930, 1940
May 7, 1935, 2004
May 8 2014
May 9, 2003
May 13, 1969
May 14, 1992 (2), 2013, 2014
May 15, 1920, 1954, 1970
May 16, 1986
May 17, 1889, 1984, 2001
May 18, 1906, 1927, 1979, 2009 (2)
May 19, 1998, 1936
May 20, 1988, 1999
May 21, 1998
May 22, 1930, 1968
May 23, 1940, 2011, 2014
May 24, 1878, 1879, 1979, 1993, 1998,
May 26, 1994, 2000, 2012
May 28,1931

In addition, both the Oklahoma City Bombing and the Boston Marathon Bombing occurred during the spring, on April 19, 1995 and April 15, 2013, respectively.

I would not suggest that you disseminate this information to students or parents but I do recommend reminding all staff and parents that this is a time of year to increase vigilance regarding signs of both suicide and violence.

Why School Safety is My Focus

Suzanne Sibole School Violence Prevention , ,

School Safety

During a recent school training presentation, a participant asked how I became involved with school safety and violence prevention. The answer was quite simple.

My entire career has focused on risk prevention. I’ve worked as a counselor, a district ATODA Coordinator, and a prevention consultant. I have always held fast to the belief that if we do the work on the front end, we will see reduced heartache and require fewer hours and dollars for intervention down the road.

Frederick Douglass believed this long ago. In 1855, he wrote,
“It is easier to build strong children than to repair broken men.”

Why School Safety is My Focus

I believe in building assets for all children and teens. The Search Institute’s research has shown that the greater the number of assets we have, the less likely we are to engage in high-risk behavior.

I also believe that building assets results in decreased likelihood of engaging in behavior that puts others at risk. Gavin de Becker refers to these assets at inhibitors. The greater the number of inhibitors to violence that exist in someone’s life, the less likely they are to take violent action.

I attended Gavin de Becker’s Advanced Threat Assessment & Management Academy a few years ago, but my interest in learning how to prevent school violence started fifteen years ago when I heard Dr. Randy Borum speak. That day, I learned that there are things we can do to prevent violence. There are behaviors we can observe and actions we can take before things get to that point. From that moment on, I knew I had to do this work. Like the other types of prevention to which I had dedicated my career, violence could be prevented! It was an epiphany that changed the course of my career. Through student, staff and parent training, helping districts learn & develop threat assessment practices, and attending to all facets of school safety, I am dedicated to doing all I can to make the world safer, one school at a time.

If you have questions about how to improve your school’s safety, consider a no-cost, no-obligation consultation. Simply contact me here.

Why Students Fail to Report Concerns

Suzanne Sibole School Violence Prevention , , ,

Why students fail to report concerns

One of the smartest, least costly and most effective things we can do to improve our school’s level of safety is train our students to report concerns to an adult.

There are a number of reasons students fail to report concerns, even those that frighten them. According to a 2008 study, often termed the Bystander Study, here are the reasons:

They do not know how to report

It’s vital that we explain our procedures for reporting so students know how to do so. This might be a conversation with a trusted staff member, a text-line, or a simple suggestion box near the counselor’s office.

They don’t know whom to contact with concerns (this goes for parents as well)

We need to make it clear that students (and parents) can contact any staff member in the building and that their concerns will be relayed to someone who will take them seriously and look into the situation. Of course, this means that we need to cultivate a climate of trust and follow-through in our schools. And, we need to train our staff to be responsive to concerns and follow reporting procedures.

They don’t know what to report

We need to make it clear to students, staff, and parents that it is not their job to decide whether something is serious, dangerous, or feasible. It is their job merely to report concerns and allow the adults to investigate. In addition, we want to teach everyone in our school community to honor their intuitive sense that something might be “off” or “doesn’t seem right”.

They thought they had more time

A number of students who were interviewed following school attacks reported that they saw or heard something of concern, but believed they had more time to consider what to do about it.

They dismissed the concerning words or actions of someone because that person talked about such things often, or over an extended period of time

We know a lot more than we did 15 years ago about the planning involved with school attacks. It is not uncommon for someone to leak their intent for days, weeks, months or even years before they carry out their plans. We need to be sure our students, staff and parents understand this critical point.

They witnessed a concerning behavior or comment in the presence of a staff member

Warning: this one might make you squirm a little. Following several school shootings, students reported that staff members were present when the perpetrator spoke of shooting, killing, violence, bombs, or weapons. In at least one case, the perpetrator gave a speech in class about bomb building. Others submitted papers, art, or video projects with a violent theme. The students said that they assumed the staff member had the situation under control and would act on it. It goes without saying that we need to train our staff to know what to look for and how to act on concerning behavior.

If you haven’t already done so, it’s time to talk to your students, staff, and parents about their respective roles in school safety. This would be a great place to start.

Key Takeaway from Sandy Hook Tragedy

Suzanne Sibole School Violence Prevention ,

Sandy Hook

Over the past few weeks, we’ve been hearing and reading a lot about the lessons learned from the 2012 attack on Sandy Hook Elementary School. I want to focus on what I believe is the single most important take-away from the tragedy and follow-up report: identifying and attending to the warning signs before we ever get to the point of another school shooting.

The signs are there. They’re always there. In the days, weeks and months following a targeted act of violence, we start to peel back the layers and acknowledge the many signs and missed opportunities. When we notice, assess, and intervene in behaviors that seem “off” or match those we know are indicators of possible mental illness, lack of coping skills, violent ideology, suicide or violence, we are taking action to prevent violence from occurring. We aren’t trying to predict violence, which is extraordinarily difficult. But, by attending to the warning signs and connecting the dots between our experience with an individual and that of others’, we are making great strides toward preventing violence.

The Report of the Office of the Child Advocate on the Shooting at Sandy Hook Elementary provides a multitude of recommendations for doing things differently from now on. We can either heed this advice and take action to create a safer future for our kids or ignore it and suffer the consequences. Which will you choose?