. "11. Response Strategies: Observations on Causes, Interventions, and Research." Deadly Lessons: Understanding Lethal School Violence. Washington, DC: The National Academies Press, 2003.
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Deadly Lessons: Understanding Lethal School Violence
tion that permits the potential problem student or group to be fairly precisely targeted.
The committee recommends that evaluation studies be conducted on police response to rampages and on new protocols that have been developed to uncover and respond to plans for rampages in schools. It would also be useful to develop detailed case studies of failed or thwarted incidents, not focusing on police action alone, but including other details as to why the plans were made and what caused them to be disrupted. In addition, most of the schools in these cases adopted new security measures, such as deploying metal detectors, security guards, and police resource personnel and building perimeter fences. The committee recommends that these security efforts be evaluated in terms of their impact on the learning environment and on the overall safety of the school.
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Some make distinctions along some time dimension that run from conditions or events that are antecedent to the injury to those that follow the injury. Others make distinctions among the different kinds of prevention on the basis of the probability that the condition or event that is the focus of preventive effort will lead to the injury. Still others associate the types of prevention with their ultimate effectiveness: primary prevention essentially eliminates the risk of injury across the general population; secondary prevention reduces but does not eliminate the risk among a subsection of the population; and tertiary prevention consists of efforts to mitigate the damage once primary and secondary prevention have failed to prevent the injury.
