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Preventing Mass Violence: See What, Tell Who?

Preventing mass violence, such as school shootings, is a collaborative effort.  It takes students, parents, school staff, and community members to help identify the signs of potential threats.

The following graphic illustrates the “pathway to violence” typically taken by those who have engaged in school shootings and other acts of targeted violence: they start with an idea to do harm, develop a plan to carry it out, prepare by acquiring the means or capacity to do harm, and then implement the violent act.

Tool kit

Implications for Prevention

Many school shootings and other acts of targeted violence are preventable. The challenge is that, while pieces of the puzzle are usually available, the information is likely to be scattered and fragmented. When a threat is reported, a multi-disciplinary threat assessment team can act quickly to assemble the facts to determine if the person of concern is on the pathway to violence, and to work with them to solve underlying problems and move them away from thoughts and/or plans of violence.

Encouraging Reporting: Overcoming the Bystander Effect

Identifying persons and situations of concern depends, in large part, upon the willingness and ability of the school community or campus community to overcome the “bystander effect” and report concerns. The “bystander effect” is when someone sees or hears of someone in trouble, or they see a problem, but fail to help, get involved, or intervene because they think someone else will. To help bystanders be more actively engaged in supporting the safety and well-being of the school, members of the community need to know:

  • It is everyone’s role and responsibility to share concerns.
    Everyone has a role to recognize concerns, respond in a helpful manner, and to report concerns to persons who can best help the situation.

  • What to report.
    While there is no one list of THE behaviors that may cause concern, providing examples of concerns that the team can assist with will help community members better recognize, respond, and report concerns appropriately. 

  • Where (and with whom) to report.
    Community members need to know where, how, and with whom they should share concerns. The school needs multiple mechanisms to foster reporting and awareness of concerns. Students in particular need awareness training, in addition to specific instruction and supports, on how to utilize the reporting avenues to get help (i.e., It is not “tattling” or “narking” if they are trying to help someone or keep them safe.).

  • Reports are wanted.
    All community members need to know that reports are welcomed, even if the situation is determined not to be a threat.

What to Report

Any information that is concerning, troubling, or upsetting should be reported to an administrator, teacher, or tip line. Examples include, but are not limited to:

  • Threatening statements, gestures, and/or artistic impressions.
  • Bullying and cyberbullying.
  • Persons with ongoing, unresolved grievances with member of the school community.
  • Unusual or bizarre communications or behavior.
  • Information about someone expressing thoughts, plans, or preparations for violence.
  • Concerns that someone may harm themselves.
  • Behavior that significantly disrupts the learning or working environment.
  • Behavior that seems troubling or disturbing.
  • Persons seeming isolated and alienated from others.
  • Anyone unknown to the school.
  • Anything out of the ordinary.