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Deadly Lessons: Understanding Lethal School Violence
TABLE 8-1 Stages in the Development and Aftermath of the Incident
Factors Leading To Incidents
Durable Conditons That Create Potential For Violent Incident
Micro/Social, Situational Processes That Transform Potential Into Act
Society Wide
Poverty
Economic inequality
Racial discrimination
Culture of violence
Weapon availability
Community
Economic isolation
Rapid mobility
Inter-group conflict
School
Inadequate resources
Ineffective management
Ineffective discipline
Weak faculty/student relations
Poor physical security
Arbitrary disciplinary actions
Unexpected negative feedback
Local Youth Culture
Violent norms/scripts
Inter-group conflict
Non-inclusive cliques
Bullying
Status hierarchies
Status threats
Physical threats
Audience for violence
Family
Broken homes
Emotional distance
Inattentive parenting
Sibling Competition
Parental crises
Parental rebukes
Individual
Psychology
Low cognitive functioning
Acute feelings of inadequacy
Fear and rage
against the person who ended up doing the shooting. There were even intimate, local encouragements for the shootings to occur, in the sense that there was a youthful audience that knew about the dispute, understood the rules by which such disputes could be settled, and would have viewed the reluctance of the shooter to act as an invitation to degrade his status and make him a victim because of his reluctance to use force to defend his status and, in one case, the status of his brother.
The four suburban and rural incidents lacked this coherence and social clarity. That is not to say that these shooters didn’t have their reasons to shoot. Like the inner-city shooters, the suburban and rural shooters
