Is Arming Teachers Our Nation’s Best Response to Gun Violence? The Perspective of Public Health Students

Rogers, Melanie; Ovares, Ericka A. Lara; Ogunleye, Olushola Olaitan; Twyman, Tara; Akkus, Cem; Patel, Kalpita; Fadlalla, Marwa

doi:10.2105/ajph.2018.304477

Cited by 13 publications

(10 citation statements)

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“…Moreover, Lindstrom Johnson, Bottiani, Waasdorp, and Bradshaw () found that greater use of security cameras in school building interiors was associated with reduced student perceptions of support and safety. Furthermore, other recently proposed target hardening measures such as having students carry bullet proof backpacks, installing reinforced classroom pods, and having educators carry firearms also convey a message that school is not safe, and these ideas are generally not supported by parents or violence prevention researchers (Payton, Khubchandani, Thompson, & Price, ; Rogers et al, ). Thus, some target hardening efforts in school communities are not research‐based and may have unintended negative consequences on students’ academic and psychosocial functioning.…”

Section: Students’ Perceptions Of Safety At Schoolmentioning

confidence: 99%

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being

Lamoreaux¹,

Sulkowski

2019

Psychology in the Schools

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In response to tragic school shootings, heightened attention has been devoted to making schools safer through the implementation of security features. However, excessive security measures have a negative impact on school climate, student functioning, and academic achievement. Therefore, there is a critical need to design schools that are safe and secure, yet also welcoming and comfortable. As a promising approach in this regard, crime prevention through environmental design (CPTED) is an architectural philosophy that aims to deter criminal or antisocial behavior through environmental design, and it includes a focus on natural surveillance, access control, and territorial reinforcement. This review discusses pertinent effects of the school environment on student outcomes, extant research on the impact of visible security measures, the relationship between students’ perceptions of safety and academic functioning, and how using CPTED could concomitantly address the physical safety and psychological comfort of students at school.

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Section: Students’ Perceptions Of Safety At Schoolmentioning

confidence: 99%

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being

Lamoreaux¹,

Sulkowski

2019

Psychology in the Schools

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“…Rather than viewing guns as part of the solution, opponents of arming teachers regard guns as the problem, seeking to limit access to firearms inside our nation's classrooms (Everytown for Gun Safety, 2019; Long & Walker, 2018). Likening the introduction of guns into school as the opening of Pandora's Box, opponents stress that arming teachers will decrease actual and perceived safety, while simultaneously increasing the risk of and opportunity for harm (Givens, 2015;Long & Walker, 2018;Rogers et al, 2018). Driving the argument to keep schools as a gun-free zone, opponents offer three main arguments: (1) the impact of guns on the quality of the educational environment, (2) the explicit and hidden costs of arming teachers, and (3) the defensive (in)effectiveness of arming teachers to mitigate harm in a school shooting (Rogers et al, 2018).…”

Section: Not To Arm: a Gun-free Zonementioning

confidence: 99%

“…Likening the introduction of guns into school as the opening of Pandora's Box, opponents stress that arming teachers will decrease actual and perceived safety, while simultaneously increasing the risk of and opportunity for harm (Givens, 2015;Long & Walker, 2018;Rogers et al, 2018). Driving the argument to keep schools as a gun-free zone, opponents offer three main arguments: (1) the impact of guns on the quality of the educational environment, (2) the explicit and hidden costs of arming teachers, and (3) the defensive (in)effectiveness of arming teachers to mitigate harm in a school shooting (Rogers et al, 2018). First, with motivational posters, school colors, and mascots sprinkled throughout, schools are intended to be warm and nurturing environments that promote educational growth (Minshew, 2018).…”

Section: Not To Arm: a Gun-free Zonementioning

confidence: 99%

“…While advocates argue arming teachers is more cost-effective than hiring SROs, they fail to discuss the hidden costs of this policy (Elliot, 2015;Hill, 2013;Skalka, 2019;Walker & Sampson, 2018). In addition to the expense of providing firearms and on-going training that can cost thousands of dollars per teacher, school districts arming teachers also encounter higher insurance premiums-upwards to $2,500 or more per armed individualor, in some cases, have had their insurance dropped (Bump, 2018;Frankel, 2018;McCausland, 2018;Rogers et al, 2018). Insurance carriers view teachers with guns as a heightened liability, stressing the increased likelihood of accidents, injuries, and death (Bump, 2018;Frankel, 2018;McCausland, 2018).…”

Section: Not To Arm: a Gun-free Zonementioning

confidence: 99%

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An apple in one hand, a gun in the other: Public support for arming our nation's schools

Jonson

Burton

Cullen

et al. 2021

Criminology & Public Policy

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In the wake of repeated school shootings, today's youth have acquired the label of the "mass shooting generation." Another fitting label would be the "armed school generation." Most states now permit school security officers to carry firearms, and at least 466 school districts in 19 states allow teachers or staff members to be armed. In this context, understanding public opinion about guns in schools is essential. Using a 2018 national survey of 1,100 American adults, we examined public support for arming our nation's schools.Although consensus exists for school resource officers carrying weapons, respondents are divided about arming teachers and nonteaching staff. Those who believe in gun defensive effectiveness, lean right politically, are racially resentful, older, and have children are more likely to endorse arming nonlaw enforcement school personnel. National Rifle Association membership and altruistic fear are associated with support for arming teachers, while a belief in the moral wrongness of harming others predicts opposition to teachers having a gun in one hand and an apple in the other. Policy implications:The controversy around arming teachers will likely be ongoing. With decisions made locally, public opinion will continue to play an influential role in this debate. Our study provides important new evidence about the extent and correlates of public opinion on guns in schools. The next step is to examine how public attitudes change in response to information

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“…However, this concept has not received support from the majority of the studied school personnel, law enforcement executives, and other stakeholders. In addition, there are no national studies indicating support from school personnel or other stakeholders regarding this issue (Chrusciel et al 2015;Minshew 2018;Rajan and Branas 2018;Rogers et al 2018;Weiler and Armenta 2014). Teachers are dedicated public servants who perceive their jobs as educating, nurturing, and protecting the well-being of youths in their classes.…”

Section: Tertiary Preventionmentioning

confidence: 99%

School Firearm Violence Prevention Practices and Policies: Functional or Folly?

PriceJames

Khubchandani

2019

Violence and Gender

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Firearm injuries are the third leading cause of death for youth (14% of all deaths of youth 1-19 years of age). In 2016, there were 3155 firearm deaths of youths <19 years of age. Recently, school firearm violence and school shootings have received increasing attention from school personnel, policymakers, and in the mass media. However, little is known about prevention and reduction of school firearm violence. The purpose of this narrative review is to describe the current practices regarding school firearm violence prevention and use of the disease prevention and health promotion framework to describe current practices and policies on school firearm violence prevention measures. A comprehensive review of the literature was conducted from the years 2000 to 2018 to search for school-based practices to reduce firearm violence. Hundreds of millions of dollars have been spent to harden schools. None of the currently employed school firearm violence prevention methods have empirical evidence to show that they actually diminish firearm violence in schools. To the extent that schools adopt ineffective firearm violence prevention measures, they are creating a false sense of security. School systems need to engage in collaborative research for evidence-based practices and policy advocacy through coalition building to address state firearm laws. Schools also need to expand their mental health services and cost-effective educational interventions for reducing violence (e.g., bullying, peer mediation, conflict resolution, etc.). Hardening of schools seems to be a questionable endeavor for most schools, given the dearth of evidence regarding effectiveness.

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Is Arming Teachers Our Nation’s Best Response to Gun Violence? The Perspective of Public Health Students

Cited by 13 publications

References 1 publication

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being

An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well‐being

An apple in one hand, a gun in the other: Public support for arming our nation's schools

School Firearm Violence Prevention Practices and Policies: Functional or Folly?

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