Consent, Policing, and School Safety

A recent controversy at an Arizona Starbucks spurred anger across social media:

Starbucks on Sunday apologized after an employee at one of its stores in Tempe, Arizona, asked six police officers to leave or move out of a customer’s line of sight, triggering social media backlash.

The officers had visited the store on July 4 and had paid for the drinks, before one company employee approached them about a customer not feeling safe because of the police presence, the Tempe Officers Association said on Twitter.

Conservative pro-police voices called for a boycott of Starbucks, and eventually, the company issued an apology.

The outrage toward customers in Starbucks finding the presence of police officers intimidating is a uniquely American response, but not one common to all Americans.

Several months ago, I was having a late dinner at a nearby Mexican restaurant after I finished teaching an evening course at my university. Just as I was eating chips with salsa and drinking the XX I ordered, in walked four officers with the county K-9 unit.

These men were typically outfitted like militia—several visible weapons and fatigues. They were dressed for war—not to serve and protect.

I was deeply uncomfortable when they sat beside me; in fact, I always find armed police officers intimidating because they have guns.

Photo by Scott Olson/Getty Images

For many years now, U.S. police forces have become more and more militarized, through training and acquiring equipment from the military.

The uncomfortable Starbuck’s customers are, in fact, embodiments of what research shows about heavily armed and antagonistic police forces—especially when compared to London policing, which is grounded in policing by consent from 1829:

1. To prevent crime and disorder, as an alternative to their repression by military force and severity of legal punishment.
2. To recognise always that the power of the police to fulfil their functions and duties is dependent on public approval of their existence, actions and behaviour and on their ability to secure and maintain public respect.
3. To recognise always that to secure and maintain the respect and approval of the public means also the securing of the willing co-operation of the public in the task of securing observance of laws.
4. To recognise always that the extent to which the co-operation of the public can be secured diminishes proportionately the necessity of the use of physical force and compulsion for achieving police objectives.
5. To seek and preserve public favour, not by pandering to public opinion; but by constantly demonstrating absolutely impartial service to law, in complete independence of policy, and without regard to the justice or injustice of the substance of individual laws, by ready offering of individual service and friendship to all members of the public without regard to their wealth or social standing, by ready exercise of courtesy and friendly good humour; and by ready offering of individual sacrifice in protecting and preserving life.
6. To use physical force only when the exercise of persuasion, advice and warning is found to be insufficient to obtain public co-operation to an extent necessary to secure observance of law or to restore order, and to use only the minimum degree of physical force which is necessary on any particular occasion for achieving a police objective.
7. To maintain at all times a relationship with the public that gives reality to the historic tradition that the police are the public and that the public are the police, the police being only members of the public who are paid to give full time attention to duties which are incumbent on every citizen in the interests of community welfare and existence.
8. To recognise always the need for strict adherence to police-executive functions, and to refrain from even seeming to usurp the powers of the judiciary of avenging individuals or the State, and of authoritatively judging guilt and punishing the guilty.
9. To recognise always that the test of police efficiency is the absence of crime and disorder, and not the visible evidence of police action in dealing with them.

Research on “deterrence models,” “based on the idea that offenders and would be offenders are responsive primarily to the risk of punishment,” where “agents of criminal justice need to send out signals of strength, force, detection and justice” and “legitimacy” models where “authority has the right to exercise power [because] it commands consent (a sense of obligation to obey) that is grounded in legality and moral alignment” support the problems with the former and the value in the latter.

That research concludes: “Policing by consent is based upon the idea that the police gain voluntary approval and cooperation from the public not through aggressive control of the population, but through fostering a close social connection between the police and public.”

And thus, citizens in London have a distinctly different experience with police:

[M]ore than 90 percent of the capital’s police officers carry out their daily duties without a gun. Most rely on other tools to keep their city safe: canisters of mace, handcuffs, batons and occasionally stun-guns.

This is no accident.

The Metropolitan Police, which covers most of London, was founded in 1829 on the principle of “policing by consent” rather than by force.

Giving everyday police officers guns sends the wrong message to communities, so this thinking goes, and can actually cause more problems than it solves.

…In the year up to March 2016, police in England and Wales only fired seven bullets….

These officers fatally shot just five people during that period, according to British charity Inquest, which helps families after police-related deaths.

The contrast with the U.S. is stunning:

It’s a world away from the United States, where cops killed 1,092 people in 2016, according to figures compiled by The Guardian.

Of course it’s easier for police to remain unarmed if civilians do the same. Out of every 100 people in Britain, fewer than four of them owns a firearm, according to GunPolicy.org, a project run by Australia’s University of Sydney. In the U.S. there is more than one gun per person.

And for people living in Arizona, “on average, it happens every five days: An Arizona police officer aims a weapon and shoots at someone.”

That armed police officers enter a coffee shop and cause discomfort is not reason to boycott a lucrative chain but a clear signal about the harm being done to democracy and safety in the US. As Jonathan Mummolo’s research details:

The increasingly visible presence of heavily armed police units in American communities has stoked widespread concern over the militarization of local law enforcement. Advocates claim militarized policing protects officers and deters violent crime, while critics allege these tactics are targeted at racial minorities and erode trust in law enforcement. Using a rare geocoded census of SWAT team deployments from Maryland, I show that militarized police units are more often deployed in communities with large shares of African American residents, even after controlling for local crime rates. Further, using nationwide panel data on local police militarization, I demonstrate that militarized policing fails to enhance officer safety or reduce local crime. Finally, using survey experiments—one of which includes a large oversample of African American respondents—I show that seeing militarized police in news reports may diminish police reputation in the mass public. In the case of militarized policing, the results suggest that the often-cited trade-off between public safety and civil liberties is a false choice.

The public and political misguided belief in militarized police units is eerily similar to the public and political calls for turning public schools into prisons through armed guards (and teachers), surveillance cameras, metal detectors, and active shooter drills.

Just as militarized police forces do not deter crime or protect officers, commonly embraced safety features being implemented in schools do not make schools more secure and can often increase unsafe behavior by students.

To protect a democracy and the public schools that in theory feed that democracy, and to foster a society that is both free and safe, the concept of policing by consent is both more effective and better matched to the ideals often claimed for the U.S.

The root problem in the U.S. continues to be guns and seemingly unbridled tendencies toward authoritarianism.

The Starbucks customers had rational reactions not only to the presence of the police officers but to the reality those officers represent—that in the U.S. militarized police forces do not make us safer but often create violence and even death.

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Dare the School Build a New Social Order?: A Reckoning 86 Years Later

The candidacy seemed at the time nothing more than sideshow, perverse reality TV, and then Donald Trump secured the Republican nomination for president, prompting many pundits to note that as a death knoll for the Republican Party.

Yet, Trump was elected president.

During the primaries and throughout his run against Hillary Clinton, Trump proved to be relentlessly dishonest, a liar. However, mainstream media avoided calling a lie “a lie,” including major media outlets directly arguing against such language. President Trump hasn’t budged from overstatement, misleading statements, and outright lies.

Notably, major media publish Trump’s lies as if they are credible, despite fact-checking exposing lie upon lie upon lie.

Early on, many opposing Trump called for media simply to call out the lies. Here is the truly bad news, however.

During my Tuesday role as caregiver for my 2-year-old grandson, I flipped through my cable channels during his nap for a brief reprieve from NickJr. I paused on CNN, even though I loath all of the 24-hour news shows.

What caught my ear was that the newscaster was repeatedly calling Trump our for lies, using the word “lie”—over and over. This, I felt, was a real new normal I had called for, but never expected.

Next, the newscaster replayed a segment from the day before focusing on a fact checker of Trump’s many, many lies. The fact checker noted a truly disturbing fact: Trump’s supporters, he explained, recognize that Trump lies, but doesn’t mind the lies; in fact, Trump’s supporters revel in those lies because, as the fact checker emphasized, this drives liberals crazy.

It is here that I must stress two points: (1) It appears those of us believing that exposing Trump as a liar would somehow derail his presidency were sorely mistaken, and (2) we are now entering a phase of U.S. history in which the long-standing slur of “liberal” is code for taking evidence-based stances, especially if those evidence-based stances swim against the current of American ideology and mythology.

Let me offer a couple example.

In my own public and scholarly work, contexts that prompt responses that discount me as a “liberal” (with false implications that I am a partisan Democrat), I have made repeated and compelling cases against corporal punishment and school-only safety measures.

Neither of these issues is both-sides debates since the research base is overwhelmingly one-sided.

Corporal punishment is not an effective discipline technique, and it creates violent youth and adults. A powerful body research prompted by the school shooting at Columbine and including studies by the Secret Service reject school-only safety measure such as security guards, surveillance cameras, active-shooter drills, and metal detectors, all of which are not deterrents and may even create violence.

Therefore, to embrace evidence-based positions on corporal punishment and school safety is the liberal or progressive (seeking change) stance, while the traditional or conservative (maintaining established practices) positions (ignoring the evidence) cling to corporal punishment and fortifying schools while refusing to address the wider influences of communities and our national mania for guns.

Let’s consider that last point more fully next.

There is an unpopular and upsetting fact driving why school-only safety measures are futile: K-12 and higher education are essentially conservative.

Despite political and popular scapegoating of all formal education as liberal, the evidence of nearly a century reveals that all forms of school more often than not reflect the communities and society they serve. In no real ways, then, do schools meet the former Secretary of Education Arne Duncan’s hollow mantra that education is the great equalizer, some sort of silver bullet for change.

Evidence shows that at different levels of educational attainment, significant gaps persist among racial categories and those gaps are even more pronounced once race and gender are included (see p. 34).

In the 1930s, a golden era for idealism about communism and socialism in the U.S. after the stock market crash, major educational thinkers such as John Dewey (a socialist) and George Counts championed the potential for progressive education (Dewey) to shape U.S. democracy, and then for social reconstruction (Counts) to reshape the nation, as Counts detailed in his Dare the School Build a New Social Order? (1932).

As an early critical voice, Counts spoke to the educational goals that appealed to me as I eventually found critical pedagogy in my doctoral program and doubled down on my early commitment to be the sort of educator who fostered change with and through my students.

Yet, here I sit in 2018, 86 years after Counts’s manifesto. And the U.S. is being led by a pathological liar supported by more and more people who directly say they don’t care about lies or evidence because it makes liberal mad.

This is the pettiness our country has wrought, despite more people today being formally educated than at any time in U.S. history.

My 35 years and counting as an educator, part as a high school teacher and now in higher education, have been a disappointing lesson that answers Counts’s titular question with a resounding “no.”

I shared with my foundations education class the proofs of a chapter I have prepared for a volume now in-press, Contending with Gun Violence in the English Language Classroom. I then briefly reviewed the evidence against in-school safety measures, prompting a student to ask what, then, should we do in schools.

Address our larger gun culture and violent communities, I explained, reminding the class that I have stressed again and again that they need to understand at least one essential lesson from our course: Schools mostly reflect communities and society, but they simply do very little to change anything.

I don’t like this message, but it is evidence-based, and I suppose, a liberal claim.

For many years, I have quickly refuted those who assume I am a partisan Democrat (I am not, never have been). I also have rejected labels of “liberal” and “progressive” for “critical” and “radical.”

But I feel the time is ripe for re-appropriating “liberal” when it is hurled as a slur.

In Trumplandia, to be fact-free is to be conservative, traditional, and to acknowledge evidence is to be liberal, progressive.

This is what the evidence reveals to those of us willing to see. Everything else is a lie.

There’s both sides for those who want it.

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College campuses are far from radical

A New School Year But the Same Concerns about Safety

Over the summer, a post on social media complained about President Trump not receiving credit for the sudden pause in school shootings. Of course, as one response noted, school violence tends to be absent when schools are no longer in session.

This virtual exchange exposes the dangers of both partisan sniping and uninformed public debates.

As K-12 schools and colleges begin new academic years, we are all once again concerned about the safety of students, faculty, and staff.

However, actual policies and practices that would better insure that safety face many hurdles. One problem with implementing effective strategies for safer schools is a lack of credible data.

Anya Kamenetz reports for NPR: “Our reporting highlights just how difficult it can be to track school-related shootings and how researchers, educators and policymakers are hindered by a lack of data on gun violence.”

This confusion over how often school shootings occur is made even more complicated since high-profile mass shootings at schools tend to create a false and distorted picture of schools. Despite what political, media, and public debates suggest, numerous studies reveal that students are safer in schools than in their communities.

And here is where we must face a powerful but often ignored fact about how to make our schools safer: School safety initiatives must begin by making our communities and wider society safer, including addressing access to and the sheer amount of guns in the U.S.

School safety measures have proven time and again not to be effective. More troubling, some safety measures have been shown to create less safe environments in our schools.

Metal detectors, surveillance cameras, and resource officers are all widely supported by politicians and the public, yet they do not create safer schools. And as a study released by the National Association of School Psychologists reveals,

There is no clear research evidence that the use of metal detectors, security cameras, or guards in schools is effective in preventing school violence (Addington, 2009; Borum, Cornell, Modzeleski, & Jimerson, 2010; Casella, 2006; Garcia, 2003). In fact, research has shown that their presence negatively impacts students’ perceptions of safety and even increases fear among some students (Bachman, Randolph, & Brown, 2011; Schreck & Miller, 2003). In addition, studies suggest that restrictive school security measures have the potential to harm school learning environments (Beger, 2003; Phaneuf, 2009).

After intense media coverage of shootings at schools in the 2017-2018 school year, many have been compelled to call for more people being armed, even arguing for increased armed officer presence in schools and arming teachers.

Yet, the evidence is overwhelming, as Melinda Wenner Moyer reports, “guns are associated with an increased risk for violence and homicide”—but not with greater safety.

If we can set aside partisan agendas and popular support for policies that lack credibility, we must confront that security cameras were present at Sandy Hook and Virginia Tech, that arm resource officers were present at Columbine and Parkland, and that turning schools into fortresses surrounded by barbed wire and gated with metal detectors is more likely to criminalize our students than protect them.

Ultimately, however, our choice is not between fatalism—throwing up our hands and doing nothing—and grasping at misleading and even harmful policies that give the appearance of making schools safer.

First, the U.S. is well overdue on a reckoning with our gun-lust. We have too many guns in the U.S., and we allow far too much access to those guns. Internationally, we are an obscene outlier in gun violence and access.

If school and community safety is a real concern in our country, we will find the political and public will to change our laws and our behavior. Without that will, our schools will remain ground zero for tragedies that could be avoided.

Next, of course, school policies and practices can have positive consequences for safety.

After Columbine, in fact, the Secret Service and U.S. Department of Education cautioned against safety structures (officers, metal detectors, cameras, etc.) and stressed:

Specifically, Initiative findings suggest that [school] officials may wish to consider focusing their efforts to formulate strategies for preventing these attacks in two principal areas:

• developing the capacity to pick up on and evaluate available or knowable information that might indicate that there is a risk of a targeted school attack; and,
• employing the results of these risk evaluations or “threat assessments” in developing strategies to prevent potential school attacks from occurring.

In other words, school safety is about paying close attention to our students, their needs and their struggles. School safety is a human issue, not something that can be barricaded or watched over closed circuit.

Ill-informed “gotcha” social media exchanges reveal the essential problems with our political and public responses to school violence: We are too often driven by our hearts and our guts while refusing to see and listen to the often hard answers for genuinely dangerous realities.

School Safety and Security: Research and Evidence

Update: Enhancing School Safety Using a Threat Assessment Model, United States Secret Service (2018)

If You Want to Know How to Stop School Shootings, Ask the Secret Service, Jeff Daniels, Professor of Counseling, West Virginia University

The Final Report and Findings of the Safe School Initiative, United States Secret Service and U.S. Department of Education (2002)

Overview of Safe School Initiative Findings

The findings of the Safe School Initiative suggest that there are productive actions that educators, law enforcement officials and others can pursue in response to the problem of targeted school violence. Specifically, Initiative findings suggest that these officials may wish to consider focusing their efforts to formulate strategies for preventing these attacks in two principal areas:

• developing the capacity to pick up on and evaluate available or knowable information that might indicate that there is a risk of a targeted school attack; and,
• employing the results of these risk evaluations or “threat assessments” in developing strategies to prevent potential school attacks from occurring.

Support for these suggestions is found in 10 key findings of the Safe School Initiative study. These findings 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.

Why security measures won’t stop school shootings, Bryan Warnick, Benjamin A. Johnson, and Sam Rocha

If anything, the response of the Kentucky lawmakers represents what has been called the “target-hardening” approach to school shootings. This approach attempts to fortify schools against gun violence through increased security measures. These measures may include metal detectors, lock-down policies, “run, hide, fight” training and surveillance cameras.

While some of these measures seem sensible, overall there is little empirical evidence that such security measures decrease the likelihood of school shootings. Surveillance cameras were powerless to stop the carnage in Columbine and school lock-down policies did not save the children at Sandy Hook.

Preventing School Shootings: The Effectiveness of Safety Measures, Cheryl Lero Jonson

Abstract

The tragedies at Columbine High School, Virginia Tech, and Sandy Hook Elementary School catapulted concern about school shootings into the national spotlight. Calls for something to be done to protect our students, faculty, and staff became a salient concern for school administrators, with many schools hiring armed security officers, restricting access to campus buildings, installing metal detectors, and training individuals how to respond when a shooter enters school grounds. However, many of these security measures were implemented with little to no consultation of the empirical literature. This failure to enact evidence-based responses has had fiscal and latent consequences that are only now being discovered. This essay seeks to fill that void by examining the empirical evidence surrounding common security measures enacted in response to well-publicized school shootings and calling for the use of an evidence-based approach to school safety.

School Security Measures and Their Impact on Students, National Association of School Psychologists

Impact of Security Measures on Violence

• There is no clear evidence that the use of metal detectors, security cameras, or guards in schools is effective in preventing school violence, 8,9,10,11 and little is known about the potential for unintended consequences that may accompany their adoption.12
• There has not been sufficient research to determine if the presence of metal detectors in schools reduces the risk of violent behavior among students. 13
• Some researchers have expressed concern about the widespread use of guards, cameras, and other security technologies, given that so little is known about their effectiveness. 14,15
• Research has found security strategies, such as the use of security guards and metal detectors, to be consistently ineffective in protecting students16 and to be associated with more incidents of school crime and disruption17 and higher levels of disorder in schools. 18
• Evidence from a school–police partnership implemented in New York City reveals that students in these schools continue to experience higher than average problems linked directly to future criminality, compared to students in other New York City schools not involved in the partnership. 19
• Surveillance cameras in schools may have the effect of simply moving misbehavior to places in schools or outside of schools that lack surveillance. Even more troubling, it’s possible that cameras may function as enticement to large-scale violence, such as in the case of the Virginia Tech shooter who mailed video images of himself to news outlets.20
• Research suggests that the presence of security guards and metal detectors in schools may actually increase levels of violence in schools by strengthening the influence of youth “street” culture with its emphasis on self-protection.21

More Guns Do Not Stop More Crimes, Evidence Shows, Melinda Wenner Moyer (Scientific American)

More than 30 peer-reviewed studies, focusing on individuals as well as populations, have been published that confirm what Kellermann’s studies suggested: that guns are associated with an increased risk for violence and homicide. “There is really uniform data to support the statement that access to firearms is associated with an increased risk of firearm-related death and injury,” Wintemute concludes. Gun advocates argue the causes are reversed: surges in violent crime lead people to buy guns, and weapons do not create the surge. But if that were true, gun purchases would increase in tandem with all kinds of violence. In reality, they do not.

Student Surveillance, Racial Inequalities, and Implicit Racial Bias, Jason P. Nance

Abstract

In the wake of high-profile incidents of school violence, school officials have increased their reliance on a host of surveillance measures to maintain order and control in their schools. Paradoxically, such practices can foster hostile environments that may lead to even more disorder and dysfunction. These practices may also contribute to the so-called “school-to-prison pipeline” by pushing more students out of school and into the juvenile justice system. However, not all students experience the same level of surveillance. This Article presents data on school surveillance practices, including an original empirical analysis of restricted data recently released by the U.S. Department of Education after the shootings at Sandy Hook Elementary School. Paralleling other disturbing trends of inequality in our public school system, these results and other empirical analyses reveal that schools serving primarily students of color are more likely to rely on more intense surveillance measures than other schools. Further, the empirical evidence suggests that these racial disparities may not be justified by legitimate safety concerns. This Article then turns to a discussion of the role that implicit racial bias may have in school officials’ decisions to rely on intense surveillance methods. Finally, it proposes legislation and strategies that federal lawmakers, state lawmakers, and school officials should adopt to counteract the effect of implicit racial bias on school officials’ decisions to implement strict security measures (and other decisions school officials make). Implementing these recommendations will help create better learning environments that benefit students of all races.

Latino/a Student Threat and School Disciplinary Policies and Practices, Kelly Welch and Allison Ann Payne

Abstract

Using a nationally representative sample of approximately 3,500 public schools, this study builds on and extends our knowledge of how ‘‘minority threat’’ manifests within schools. We test whether various disciplinary policies and practices are mobilized in accordance with Latino/a student composition, presumably the result of a group response to perceptions that white racial dominance is jeopardized. We gauge how schools’ Latino/a student populations are associated with the availability and use of several specific types of discipline. We further explore possible moderating influences of school crime and economic disadvantage on punishment. We find that schools with larger percentages of Latino/a students are more likely to favor certain punitive responses and less likely to favor certain mild responses, as predicted by minority threat. The percentage of Latino/a students is also related to greater use of certain disciplinary responses in schools with less crime.

Mental Illness Didn’t Make Him Do It, Jonathan Foiles (Psychology Today)

The supposed link between mental illness and violence is so ingrained in our culture that stories like the above need only suggest that the perpetrator was depressed to satisfy a need for an explanation. Research reveals a far different story, however. People with mental illnesses are actually far more likely to be victims rather than perpetrators of violence (Appleby et. al., 2001). Those with severe mental illnesses (schizophrenia, bipolar disorder, psychosis) are actually 2.5 times more likely to be victims of a violent crime than the general population (Hiday, 2006). A 2011 study found that to prevent one violent homicide by a person with schizophrenia, 35,000 patients deemed to be at a high risk of violence would need to be detained (Large et. al., 2011). And yet the link persists. A 2013 survey conducted after the Newtown shooting found that 46 percent of Americans believe that persons with a serious mental illness are “far more dangerous than the general population” (Barry et. al., 2013).

The MacArthur Violence Risk Assessment Study Revisited: Two Views Ten Years After Its Initial Publication, E. Fuller Torrey , M.D., Jonathan Stanley , J.D., John Monahan , Ph.D., and Henry J. Steadman , Ph.D.

The lessons to be learned from the MacArthur Study are those that we have identified in our various publications. Among the more salient findings, violence risk attributed to people with mental disorders vastly exceeds the actual risk presented. Indeed, for people who do not abuse alcohol and drugs, there is no reason to anticipate that they present greater risk than their neighbors. The predictors of violence by people with mental disorders are more similar to than different from the predictors for the population as a whole, including alcohol and drug abuse. Violence in this population only rarely results in serious injury or death and generally does not involve the use of weapons. People with mental disorders are less likely than people without such disorders to assault strangers and to commit assaults in public places. Although there is suggestive evidence that remaining in treatment may reduce rates of violence among some persons with mental disorders, better data are needed; it is unlikely that treatment alone will eliminate violence risk.

Most Mass Shooters Are Not Mentally Ill, Carmela Epright

Sociologists explain why American men turn to gun violence, Tristan Bridges and Tara Leigh Tober

A great deal of commentary attempts to tie mass shootings to a single issue. Often, that seems like the easiest way to make sense of atrocities. That’s why we get sound bites that lean on mental health (when shooters are white), terrorist ties and affiliations (when shooters are brown), gang violence and “urban decay” (when shooters are black), bullying (when it happens in a school), and overwork (when it happens in a workplace).

The truth cannot be boiled down to any single issue. As sociologists, we can look to the bigger picture, point out patterns, and identify common denominators. Our research suggests that gun control is, indeed, an important piece of the problem. But in order to understand the factors behind America’s mass shootings, it is also critical to consider the relationship between masculinity and violence.

Scholars who study masculinity and mass shootings have consistently drawn attention to the fact that mass shootings are not only a uniquely American social problem; they are a problem with American men. We’ve argued before that there are two questions that require explanation related to gender and mass shootings. First, why is it that men commit virtually all mass shootings? And second, why do American men commit mass shootings more than men anywhere else in the world?

The psychological effects of ‘active-shooter drills’ on kids could do more harm than good, James Hamblin

Studies of whether active-shooter drills actually prevent harm are all but impossible. Case studies are difficult to parse. In Parkland, for example, the site of the recent shooting, Marjory Stoneman Douglas High School, had an active-shooter drill just last month. The shooter had been through such drills. Purposely countering them may have been a reason that, as he was beginning his rampage, the shooter pulled a fire alarm.

In any case, preparedness drills always change the baseline level of risk that people perceive. This heightening can manifest as stress and anxiety, not to mention changing the way kids understand how people treat one another—to even consider violence an option, not in some abstract way.

Colleen Derkatch, an associate professor at Ryerson University in Toronto, studies how we assess risk when it comes to our health. “The more prepared we are, the more heightened our sense of risk,” she told me. “And one potential effect we haven’t considered is how these kinds of preparedness activities affect kids psychologically, and could increase a sense of feeling at risk. They really expand the ways in which we feel increasingly under siege.”

POLICY RECOMMENDATIONS FOR GUN VIOLENCE PREVENTION USING A RACIAL, DISABILITY, AND LGBTQ JUSTICE FRAMEWORK

The National LGBTQ Task Force is a progressive social justice organization that works toward a society that values and respects the diversity of human expression and identity, and achieves equity for all. As the progressive voice of the LGBTQ movement, the Task Force approaches gun violence prevention from an intersectional framework conscious of issues such as racial justice, disability justice, and reproductive justice. These policy recommendations are meant to provide a guide for policy makers and advocates alike on advocacy for gun violence prevention from a progressive, intersectional perspective. In this policy brief, we have identified 10 recommendations for addressing our nation’s gun violence epidemic.