Two years before he lined his schoolmates up against a classroom wall and executed them one by one, the student, who would become the gunman, tried to show his English teacher something important.
He had quietly slid up his sleeves to reveal the cut marks running down his arms. The teacher panicked. A novice educator at the time, she had never been coached or trained in what to do in these situations, what to say or how to help. So she passed the student off to another teacher, who then filed a form with the principal’s office. She felt fairly certain nothing else came of it.
“He was asking for help,” the teacher said in reflecting on the encounter during a recent interview. “If I’d had some training to help him, a five-step sheet to follow, say this, say that, maybe I could have made a difference?”
The story is one of dozens that we have collected over the past two years in our effort toward studying the life histories of mass shooters. It typifies what we believe is one of the biggest challenges that schools face when it comes to averting school shootings – and that is recognizing and acting upon warning signs that school shooters almost always give well before they open fire.
Together, we have
built a database of the 160 mass public shootings that have taken place in the United States since 1966 for a
project funded by the National Institute of Justice, the research arm of the U.S. Department of Justice. For mass public shootings, we use the
common definition of an event in which four or more victims are killed with a gun in a public place.
Protective measures fall short
The goal of our project is to use data to look for patterns in the lives of mass shooters. The purpose is to develop a better understanding of mass shooters and why they did what they did, in order to prevent future tragedies.
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"One is absolutely sickened, not by the crimes that the wicked have committed,
but by the punishments that the good have inflicted." -- Oscar Wilde