School Shooting in the U.S: The Urgent Need for Change and Prevention 

Shooting at American schools has become fatal phenomenon that has caused the loss of the lives of many students and educators. According to CNN’s report as of November 11, this year alone the number of school shootings in the US has reached 76, resulting in 36 deaths and at least 103 injuries (CNN, 2024). Sadly, according to the statistics, for the last decades this number has continued to increase, evoking strong concern among students, parents, educators, and communities.  

One of the earliest recorded incidents occurred in 1966 in Washington and Tennessee. In both crimes, an armed high school student killed a teacher and several students (Midlarsky et al., 2005). In 1999 Columbine High School massacre became a defining moment in the history of school shootings, as two students killed 13 people before taking their own lives. Columbine not only shocked the nation but also introduced terms like “active shooter” into public discourse. Subsequent decades saw an increase in the frequency and severity of such incidents. Notable cases include the Virginia Tech shooting in 2007, where 32 lives were lost, and the Sandy Hook Elementary School tragedy in 2012, where 20 children and six educators were killed (Statista, 2024). These events have not only deepened the collective trauma but also reignited debates over gun control, mental health services, and school safety. 

How do such horrible incidents occur at safest public institutions where people trust their children? 

 Many experts agree that one key factor contributing to these tragedies is the U.S. gun ownership law, which allows any citizen above the age of 18 to legally own firearms, subject to minimal requirements. VCU homeland security expert William V. Pelfrey Jr. in his interview to the VCU news highlighted: “Guns are ubiquitous in the U.S. There are more guns than people. The U.S. population is about 334 million and the number of guns in the U.S. is more than 390 million” (WCUnews, 2022). On the other hand, justification on the behavior of the perpetrators is typically their mental health decline. Study conducted by Metzl and Macleish (2015) suggests that untreated mental health conditions can increase the likelihood of violent behaviour in a small subset of individuals. According to the BBC report (2023), violent actions can also be the result of an increase in life stressors, both overall and those intensified by the pandemic, particularly challenges related to finances, employment, and family or relationship dynamics. Peer dynamics also have an impact, as bullying or social rejection often leave individuals feeling isolated and resentful, which can escalate into violent behaviour (Borum et al., 2010). As it is seen, the factors contributing to school shootings are multifaceted and there is a complex interplay of social, psychological, and systemic factors. 

The Impact of school shootings on society 

The impact of school shootings on society is profound, extending far beyond the immediate victims and their families. These tragic events contribute to a pervasive sense of fear and insecurity, particularly within schools, which are traditionally considered safe spaces for children and educators. The research conducted by Maya Rossin-Slater (2022), the associate professor at Stanford University, revealed that even though students who have been physically unharmed by the shooting, have found consequences in their mental health as well as academic performances. It was shown that people under 20 who live near the school, where the shooting happened, consumed 21 % higher amounts of anti-depressants. Moreover, school shootings resulted in a decrease in student enrolment and a reduction in average test scores, together with the rise in the proportion of students’ absences. Simultaneously, school shootings have a significant impact on teachers, both professionally and personally. Many educators report feeling less safe in their classrooms, which can affect their teaching effectiveness and overall job satisfaction. Unfortunately, despite efforts to enhance school safety, gaps in preventative measures continue to exist and US schools remain not the safest place for both children and educators. 

The Impact of school shootings on the quality of education 

School shootings have far-reaching effects on the quality of education, disrupting learning environments and eroding educational outcomes. A primary concern is the frequent closures of schools following such incidents. These closures, which can last days or even weeks, interrupt the academic calendar, forcing students and teachers to grapple with gaps in learning. Even when schools reopen, increased security protocols—such as mandatory bag checks, metal detectors, and restricted access—lead to delayed start times, which cumulatively reduce classroom instruction hours (Stevenson, 2019). 

Additionally, the psychological toll on students and staff contributes to diminished academic performance. A study by Rossin-Slater et al. (2022) highlighted a marked decline in test scores and graduation rates in schools that experienced shootings. Persistent fear and anxiety among students hinder focus and engagement in lessons, while teachers face increased burnout and difficulty maintaining effective classroom management. These challenges underscore the long-term consequences of school shootings on both individual learning trajectories and the broader educational system. 

Conclusion 

School shootings in the United States represent a complex and urgent issue that demands immediate attention and comprehensive action. The increasing frequency and devastating impact of these tragic events underscore the need for stronger measures to address the root causes, including access to firearms, mental health challenges, and societal influences. In my opinion, this issue requires not only continued research but also the implementation of proactive, effective solutions to prevent further tragedies. Initial step is to tighten gun control laws with the minimum age over 25 for firearm purchases. In many cases, young people under 25 may still feel irresponsible for their own actions and still go through transition phase of growth. Moreover, people over the age of 25 typically have no direct involvement with schools. Secondly, educational institutions should be equipped with enhanced security measures, such as controlled access points and modern surveillance systems, but without disrupting the established school regime and educational process. Lastly, parents, educators, and policymakers should work collaboratively to identify warning signs, promote responsible gun ownership, and build a culture of nonviolence. Awareness campaigns that educate the public about the interconnected causes of school shootings can drive collective action and societal change.

The time to act is now to ensure that schools remain safe spaces for learning and development, free from the threat of violence.

References:

Borum, R., Cornell, D. G., Modzeleski, W., & Jimerson, S. R. 2010. What Can Be Done About School Shootings? A Review of the Evidence. Educational Researcher, 39(1), 27–37. https://doi.org/10.3102/0013189X09357620 

Irwin V., Wang K., Thompson A. 2021. Report on indicators of school crime and safety: National Center for Education Statistics. Accessed June 28. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022092  

Joan Tupponce. 2022. “Why do school shootings keep happening in the United States?”. VCUnews. June 17. https://www.news.vcu.edu/article/2022/06/why-do-school-shootings-keep-happening-in-the-united-states 

Metzl, J. M., & MacLeish, K. T. 2015. Mental Illness, Mass Shootings, and the Politics of American Firearms. American Journal of Public Health, 105(2), 240–249. https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2014.302242 

Midlarsky, Elizabeth, and Helen Marie Klain. 2005. “A history of violence in the schools.” Violence in schools: Cross-national and cross-cultural perspectives. Boston, MA: Springer US. https://link.springer.com/chapter/10.1007/0-387-28811-2_3 

Rossin-Slater, Maya. 2022. “Surviving a school shooting: Impacts on the mental health, education, and earnings of American youth”. Stanford Institute for Economic Policy Research (SIEPR). June. https://siepr.stanford.edu/publications/health/surviving-school-shooting-impacts-mental-health-education-and-earnings-american 

Statista. 2024. Number of victims of school shootings in the United States between 1982 and September 2024. September 11. https://www.statista.com/statistics/476381/school-shootings-in-the-us-by-victim-count/ 

Stevenson D. D. 2019. Gun Violence as an Obstacle to Educational Equality. 50 University of Memphis Law Review. November 25. P: 1091-1143. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3492793 

Yousif, Nadine. 2023. “Why number of US mass shootings has risen sharply”. BBC. March 28. https://www.bbc.com/news/world-us-canada-64377360 

 

Photo by Samantha Sophia on Unsplash

More than half of all refugee children are out of school

Written by Isaac Kuugaayeng

Education is a basic human right and tool that can transform individuals’ lives and yield more significant societal change. Education empowers, enlightens, and gives protection. Maybe not everyone is fond of the traditional schooling system of their own country, but no one can deny the power of learning – and this is what we should stand for. So, useful or not, knowledge should still be easier to access. Those who want to learn should be able to do so, especially in this era of digitalization, where many valuable teaching and learning tools can now be stored and accessed on the internet. The developed world can boast about parents waking their younger kids, preparing and taking them to daycare. Older kids and teenagers eagerly enter through the gates of their educational institutions in their parents’ cars or their school buses with beaming smiles on their faces.

According to the UN High Commissioner for Refugees, school is where refugees are offered a second opportunity. Failure to make this opportunity available to refugees will be an absolute denial of the chance to acquire the requisite knowledge and skills, which will be a springboard for their future development. Pathetic enough, it appears education is only a privilege in some parts of the world. The situation is worse in conflict areas where the conditions for providing education are incredibly challenging. There are 75 million children living in places devastated by violence, which means that educational institutions are under attack, and students and teachers get hurt.  In many refugee camps, there is no daycare. There are no schools or other educational institutions, let alone universities. Some people in these parts do not even know that such establishments exist. The chances for learning are slim, and education is consistently dwindling now and then, with the illiteracy rate skyrocketing. According to the UN Refugee Agency report from August 2019, about 3.7 million refugee children do not attend school. The statistics from the UNHCR indicate that as of August of last year, only 24 % of refugee children were enrolled in secondary school, while scarcely 3 % attended university.

The gross decline in the drop out of school by refugee children could be a result of the lack of funding for refugee education. In many refugee camps, the basic infrastructure needed to support schooling are readily unavailable because of the lack of funding from central and local governments, private sector individuals, civil society organizations and NGOs, churches etc. 

Syrian refugee children attend a lesson in a UNICEF temporary classroom in northern Lebanon. Photo by Russell Watkins/DFID

Moreover, for many refugees, their survival is their principal concern. Focus on education will only be futile for some refugees because their minds are not mentally and psychologically psyched enough to take the academic burden that may set in when they enroll in schools. Hence, access to education is often overlooked and seen as a secondary matter, and its importance is degraded. The displacement of refugees usually lasts from 10 to 20 years. In a worst-case scenario, this can lead to a 20-year-old or older person without any education or the will to pursue it. It often shows that age is a massive barrier to pursuing education, especially elementary. The older people get, the less confidence they have in themselves regarding learning. Even in instances where these refugees defy the odds and make it a point to still go to school, the chances of going far and getting into university or college are so slim.

As said by Gandhi, there is a need for greater investment in refugee education to ensure that children who are victims of such circumstances do not just have their future shattered but will get the chance to be educated and make meaningful contributions to society. This implies that educating refugee children does not result in any ‘instant’ benefit. It does not provide shelter, nor does it feed hungry mouths. But it brings hope and gives purpose, drawing these children toward a better and fulfilled future. In many countries, educating refugees is daunting as they are frequently stationed in parts where the countries in question struggle with educating their citizens. Still, some refugee camps offer basic schooling. It may not be of the most excellent quality, but it helps ignite interest in learning. Studying can provide a daily structure, which is of high importance in the misplaced life of a refugee child. Many of them are alone, not accompanied by their families, and learning in classes with other children provides foundations for further education and the comforting company of others.

It is important to note that not only is the inclusion of refugee children into the school system a critical issue, but also for the greater good of society. This suffices to say that the inclusion of refugee children into the school should not be limited to just some unofficial parallel schools, but rather the recognized national education system as this will give them a chance to follow a formal, recognized curriculum through pre-primary, primary and secondary school. This will provide them with the credentials that will allow them to pursue higher education or more technical training. Education gives children a sense of normality and teaches them about life outside of their current, vulnerable environment. One of the education briefs of the UNHCR stated that “Educated children and youth stand a greater chance of becoming adults who can participate effectively in civil society in all contexts.” Going to school allows easier integration into the new environment. The approach to educating refugees will be more impactful and rewarding than ever. Turkey, for instance, provides Turkish language training to help refugees integrate more quickly. Children feel more secure going to school if they at least understand the language basics. They can better follow the lessons and feel included and like they belong.

There have been more substantial improvements in the situation than years ago. However, there is still room for bettering the situation. We cannot anticipate any significant change if we do not strive to improve the world in every way possible. Governments across the globe can contribute to making the situation better. Private individuals, churches, and societies who wish to make the world a better place can also donate to many nonprofit organizations to make better the condition of refugee children and reduce the steep decline in the dropout. Also, there are a lot of people who leave their comfortable homes and nations in order to aid and educate young children who have probably never even seen a book in their lives, and such individuals deserve the support of the world in such a great course.

Sources:

https://www.weforum.org/agenda/2019/02/millions-are-still-out-of-school-this-is-the-worlds-plan-to-change-that/

https://openknowledge.worldbank.org/bitstream/handle/10986/29956/HighCostOfNotEducatingGirls.pdf?sequence=6&isAllowed=y

https://www.unhcr.org/education.html

https://www.un.org/en/academic-impact/refugee-education-crisis-more-half-worlds-school-age-refugee-children-do-not-get#:~:text=Contact%20Us-,Refugee%20education%20in%20crisis%3A%20More%20than%20half%20of%20the%20world’s,in%20a%20report%20released%20today