By Franklin Schargel
We must not assume that school violence cannot happen here. In truth, “here” could be anywhere.
What began as a hopeful new school year after extended closures turned tragic just days into classes when a thirteen‑year‑old student at Washington Middle School in Albuquerque, New Mexico, was shot and killed by another thirteen‑year‑old. This single act of violence has reverberated through the school, the local community, and the nation.
Schools today are facing growing numbers of angry, isolated young people who feel disconnected from family, teachers, and community. The disruptions caused by COVID‑19 and prolonged school closures have intensified existing anxiety, stress, and trauma among children and adolescents.
Violence is deeply embedded in American life and, unfortunately, in its schools. No school is immune. Incidents have occurred in rural towns, cities, suburbs, and on Native American reservations; in elementary schools, middle schools, high schools, and universities; and in communities of all economic and racial makeups.
Since the Columbine shooting in Colorado on April 20, 1999, and through later tragedies such as Sandy Hook in Newtown, Connecticut (December 14, 2012) and Marjory Stoneman Douglas in Parkland, Florida (February 14, 2018), federal and law enforcement agencies have studied school violence and produced reports to guide prevention efforts. Drawing on that body of research and practical experience, schools can take concrete steps to reduce risk and build safer, more supportive learning environments.
Effective prevention and safety practices
- Adopt and consistently enforce a clear anti‑bullying policy that sets expectations for behavior and response.
- Implement a zero‑tolerance posture toward credible threats and violent behavior, paired with transparent implementation procedures.
- Develop and deploy a comprehensive school safety and security plan that addresses prevention, mitigation, response, and recovery.
- Introduce a conflict resolution curriculum and teach practical anger‑management strategies to students.
- Engage all stakeholders—students, teachers, staff, parents, law enforcement, local businesses, and community organizations—in planning and prevention efforts.
- Form a multidisciplinary Threat Assessment Team to evaluate and respond to concerning behavior before it escalates.
- Create a Crisis Management Plan with input from families, students, and community partners so responses are coordinated and humane.
- Apply fair, consistent rules and consequences, ensuring policies are equitable and clearly communicated.
- Make schools welcoming for families by inviting parents and guardians to participate and by offering family‑friendly programming.
- Establish student and family “ambassadors” to help new students and families feel included and connected to the school community.
- Provide a way for students to report concerns anonymously—an online form or dedicated hotline—so signs of bullying and potential violence can be flagged early.
- Train staff to recognize warning signs of potential violence and to take practical, immediate steps to protect students and de‑escalate situations.
- Proactively include disenfranchised or marginalized students by giving them a voice in school life and ensuring supports are in place.
- Balance proactive safety measures with respect for students’ dignity; measures should be preventive, not repressive.
- Increase adult supervision in identified trouble spots—cafeterias, restrooms, gyms, athletic fields, and school perimeters—and consider environmental design changes to reduce risk.
- Teach cooperation through assignments and projects that require collaboration and mutual accountability.
- Act immediately when violence or bullying is observed; every staff member should make it clear they care and will not tolerate mistreatment.
- Confront bullying with timely interventions that involve parents or guardians of both the accused and the victim to seek resolution.
- Invite outside experts into the district to help staff understand root causes and practical strategies for prevention and intervention.
- Protect victims through concrete supports such as a buddy system, schedule adjustments, or supervised spaces.
- Develop contingency plans—alternative approaches to try when initial interventions do not succeed.
The primary role of schools is to prevent violence, not merely to react after it occurs.
About the author
Franklin P. Schargel is a former classroom teacher, school counselor, and school administrator who designed and implemented programs that increased parental engagement, raised postsecondary attendance, and significantly reduced the dropout rate at a Title I high school. His work has been recognized by the U.S. Department of Education, BusinessWeek, Fortune magazine, NPR, PBS, and The New York Times. Schargel also served as Education Division Chair of the American Society for Quality and helped develop the Malcolm Baldrige National Quality Award criteria for education.
Schargel is an internationally recognized speaker, trainer, and the author of thirteen best‑selling books. His recent book, Who Will Teach the Children? Recruiting, Retaining and Refreshing Highly Effective Educators, was published by School Success Network Press. He has written more than 100 articles on school reform.
His website: www.schargel.com. Contact: [email protected]
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift in education toward digital curriculum.