This qualitative study examines the experiences of COVID‐19 job loss by individuals from minimal‐resource communities. Six participants were interviewed regarding their experience with becoming unemployed during the global pandemic. In general, participants described experiences that aligned with the core tenets of Gowan and Gatewood's (1997) model of response to job loss, as well as additional subthemes, including (a) internal support, (b) external support/resources, (c) survival, (d) mind‐set, (e) emotion regulation, and (f) mental health effects. Implications are provided to career practitioners with consideration of these experiences when working with unemployed individuals who have limited resources.

FloridaStudents' utilization of protective behaviors in the event of gun violence may be dependent on the attitudes, actions, and beliefs they espouse regarding campus security measures in keeping with Protection Motivation Theory. In this study, 698 higher education students from 48 states completed an online survey related to: (a) attitude toward guns on campus, (b) experiences related to violence and drills, (c) beliefs of reasons for school shootings, and (d) strategies to improve campus security. Results indicated that most students had favorable attitudes toward guns on campus in the hands of police officers but not necessarily in the hands of others. Prior experiences with violence influenced feelings of safety and security on campus and attitudes toward active shooter drills. The top three risk factors for a school shooter were noted as a person who might have been bullied, or is depressed or stressed. An anonymous tip line or online reporting mechanism was noted to be the number one deterrent for potential school shootings. Public Significance StatementThis study presents higher education students' perceptions of guns on campuses, reasons for school shootings, reactions to active shooter drills, and views on school shooters. The results can inform higher education systems in their efforts to create safe campuses.

This study examines the characteristics of school shootings and investigates the relationship between perpetrators’ race and how shootings are reported by the media. Findings, utilizing data from the Center for Homeland Defense and Security, demonstrate differences by race in the characteristics of school shootings and media reporting of school shootings. Inaccurate and incomplete portrayals of school gun violence in data repositories and the media may lead to public perceptions and policy responses that do not adequately address root causes of violence. In addition, these inaccurate depictions shroud the reality of gun violence in K-12 schools. Accurate information regarding the circumstances of gun violence in schools is a necessary component of preventing future violence.

High-profile school shootings provoke public outcry and calls for policy responses to gun violence in schools. However, policy makers face pressure from diverse stakeholders with distinct agendas, and in some areas, there is little empirical research to guide policy makers’ decisions. Active shooter drills are one such example of a hotly debated policy response in need of further study. As a preliminary step to filling this research gap, this mixed-methods study investigated how school districts in Florida have implemented active shooter drills following legislation passed after the Marjory Stoneman Douglas High School shooting in Parkland, Florida. We analyzed school safety specialists’ perceptions and reports of drill procedures and their alignment with best practices. The majority of the districts surveyed aligned with Best Practices established by the National Association of School Psychologists and National Association of School Resource Officers. Implications for future research and considerations for the implementation of active shooter drills are discussed.

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