Sandy Hook Case on Public School Safety Research Paper

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Public School Safety; SandyHook Case Analysis

Following the 'Sandy Hook School Incident', several different procedures and practices have been adopted by public schools in order to promote student and staff safety. Principals of public schools were questioned, in the School Survey on Crime and Safety, concerning the adoption of procedures and measures for protection and safety in their schools. Some practices such as like locked or guarded gates and doors are intended to limit or control access to the school campus. Others, such as use of security cameras, metal detectors, and restricted use of social networking while on site, are intended to assist in monitoring and restricting students' and visitors' behavior while on campus (U.S. Department of Education, 2014).

Objective of Paper

The risk of gun violence is no longer only an alarming security concern and/or only typical of urban schools. Many feel that it is a potential risk as well for small rural community schools and large suburban schools. However, despite an awareness of the potential risk, most emphasis has remained on physical safety and security, with a rapidly rising introduction of surveillance cameras and metal detectors in the nation's schools. The potential role played by bullying in instigating these student-initiated acts of violence has, according to some, only been afforded a cursory glance (Cowan & Rossen, 2014).

This report seeks to penetrate more deeply into the effects of such crises on education and mental well-being, and the potentiality of there being a significant impact. Efforts to respond to crises might usefully be propelled by two primary considerations: (a) evaluation of the manner in which schools, businesses, and mental-health professionals might be able to detect and/or become aware of "emotionally struggling" individuals before the occurrence of a crisis; and (b) consideration of the manner in which, given a setting such as a school, what is the best manner in which to assist in recovery after the crises has occurred (Special Report, 2014).

Description of the Incident

On December 14, 2012, twenty-year-old Adam Lanza, first killed his mother in her sleep, and then went on a shooting 'rampage' that resulted in the deaths of some 20 elementary school children and six staff members, followed by his own suicide. Arriving at Sandy Hook Elementary School at about 9:30 A.M., he broke into the locked school by shooting out a window near the front office. Lanza, armed with multiple weapons and numerous rounds of ammunition, managed to destroy some 26 lives in under five minutes (Cowan & Rossen, 2014).

Lanza made use of a .223 caliber Bushmaster XM-15 semi-automatic rifle for the killings; he also had on his person a 9mm SIG Sauer handgun and a 10mm dock 20 SF handgun. A shotgun was found in his car, while a .30 Enfield rifle, a .45 Henry repeating rifle and a .22 Marlin rifle were found in his home. The Marlin rifle was the weapon with which he shot his mother four times in the head before heading to the elementary school (Shermer, 2013).

Immediate public outrage was sparked over the brutal incident. The majority of the murdered victims were young children, and the assault was brutal, seemingly random, and without provocation. These factors fueled fear, confusion and anger all over America (Rosenberg, 2014).

The Response Made By School Administrators

In the days succeeding the incident, district officials were confronted with the question of when and how to reopen their schools. Administrators focused upon the importance of working to enable students and their families to feeling 'safe' about going to school; they suggested that it was important to quickly recommence regular routines. Substitute teachers, offering support to teachers across the district, were taken on to assist when schools reopened, in case teachers required extra support and/or needed to step out of their classrooms. Teachers and students could also avail themselves of additional support via mental health counseling, as reported by the District Administration. One representative, speaking on 'Special Report', explained that certain students who were witnesses to the event were experiencing post-traumatic stress disorder (PTSD) symptoms; other students felt stressed and/or frightened by loud noises like doors slamming or scraping of furniture (Special Report, 2014).

Analysis of the Policies before the Incident

In considering the 'safety' of our public schools, it is important that reasonable protective measures for physical security, as well as crisis drills and response protocols be in place. Another aspect is that each school should have strongly positive relationships with the community's public safety officials.

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Newtown's Sandy Hook Elementary School represents the case of a school that had several of these practices in place. Although physical measures (buzzer system and locked entrances) failed, as is mostly the case with determined and 'suicidal' armed intruders, the available security systems functioned as well as could be expected. The staff was trained in appropriate crisis response behavior, and thus knew what needed to be done. In all cases, they acted swiftly, almost certainly saving many precious lives. This was also the case for the police force of Newtown, which responded with commendable skill and swiftness. However, a comprehensive review and inspection of crises prevention in schools, as well as the readiness of response, must consider all aspects. Some would say that there needed to be, as well, some modicum of planning and alertness in advance (Cowan & Rossen, 2014).

The Expectations of the Students

There is no information available which indicates that the primary school children were aware of the security policies or held expectations about their physical safety at school. Given the lack of information available, it is clear that the school did not make any efforts prior to the incident to inform students of things they should do in case of an attack. If the school did offer and run an educational program on student safety surely they would have put that program forward and revealed it to the public after the incident.

Were Strategies in Place to Create A Culture of Safety?

The safety practices adopted by this particular school were the same as that of any other school where a campus shooting has occurred. The staff and students are told to basically run after dialing 911. Running away is the foremost thing one must do -- escape the building as quickly as possible, while simultaneously protecting and bringing along as many children as possible. The protocol indicates that in cases where individuals are hesitant, they should be encouraged to come along, but left behind in case they are not immediately responsive. Given that only scant seconds are available to act in a crisis, no delay can be afforded. The second appropriate action, should escape routes not be accessible, is to use desks, doors, closets, and walls as hiding places, or any other container where a child or adult might fit. The safety protocol also suggests that if at all possible, room doors should be locked, and doors should also be barricaded with furniture (Shermer, 2013).

The Policy Changes that Came out of this Incident

The response to this tragic event was equally emotional and predictable; the public and the authorities demanded stricter measures for gun-control and more funds for mental fitness facilities and research. The Congress was called upon by the NRA to draw sufficient funds for posting armed policemen at every American school. It was pronounced by President Obama that everyone would have to work together to prevent further tragedies, irrespective of politics. The President pledged to do all he could to prevent another such event, as such occurrences could not be accepted as routine (Shermer, 2013).

At the individual school level, policies for confronting violence and maintaining discipline were reviewed. In particular, safety as an important focus for educators, beyond their focus on student school-work, was considered and discussed. Later, efforts were made to introduce students to key security issues. Additional focus was placed upon student-student interactions. There was no more toleration of violence in the student body. Students might, before the incident, engage in bullying and/or other aggressive acts. Following the Sandy Hook Incident, more serious attention was paid to statements made by students, with a particular focus on utterances that could be perceived as violent and/or threatening, or even causing other students to feel 'insecure'. As well, security personnel were empowered to search students upon entry into school buildings and/or classrooms. The administration, as key player in monitoring potential violence, now shifted this burden to the school staff as a whole, even enrolling the students in an anti-violence awareness program. The principal and administrative team worked to enforce laws for violent students in the school (Lysiak, 2013).

The Educational Activities Done To Inform and Support the Student Population

Despite splashy news headlines, and regardless of what many may think, extreme violence in schools has not significantly increased over time. Some studies suggest that any particular school can, once every 6000 years, expect a homicide on its premises (Borum et al., 2010). All the.....

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