School safety lessons learned: From Cleveland to Newtown (Guest Post)

Posted by on March 24, 2013

Dr. Steve Sroka shares in the following guest article some straight-forward, realistic lessons learned from his more than 30 years working with school violence prevention and safety issues.

School Safety Lessons Learned: From Cleveland to Newtown

by Stephen Sroka

I dealt with school violence before it was fashionable and funded. To me, any child killed anywhere, anytime, is a huge tragedy. But decades ago, when children were killed in the inner city of Cleveland, you probably never heard about them. But when the killings moved to the suburbs, such as Columbine, they became national news. The Newtown shootings shocked this country like no other school violence. Now, school violence prevention is front page-news everywhere. Working with school safety for over 30 years, I have tried to help schools and communities keep our youth safe and healthy so that they can learn more and live better. I offer several lessons that I have learned.

School violence can happen anywhere, but not here. After school shootings, it is often heard, “I cannot believe that it can happen here.” As we have learned, school violence can happen anywhere. But don’t be surprised after the next tragedy if someone says, “I cannot believe that it can happen here.” Denial is human.

Be prepared, not scared. Schools are not powerless. Awareness, education, and advocacy can help break down this attitude that it can’t happen here. Schools and districts need to have a school-community emergency plan of action in place for students, staff, and parents. It should be both practiced and proactive. Practice drills are crucial. Denial allows violence to grow unseen. Preparation allows violence to be dealt with as soon as it is seen.

Social media has changed how we communicate. Texts, tweets, and Facebook posts, which were not around at the time of the Columbine shootings, now offer instant information-and misinformation. Before problems occur, students need to be part of a dialogue with parents and educators about how schools can responsibly use social media to make schools safer. Social media may prove to be one of the best new tools to help keep our schools safe and parents informed, and to encourage students to take ownership of their schools and education.

Bullying is a symptom, and mental health is the issue. Bullying is a hot topic and often is blamed for many of the heinous actions that result in deaths. Bullying is serious and needs to be addressed. But, some experts today do not see bullying as a cause, but rather as a symptom of a mental health problem. In fact, bullying is often mentioned as a cause for violence even when it is not, as Columbine. Issues such as mental illness, depression, suicidal ideation, anxiety, anger, family violence and substance abuse are often at the root of such destructive behaviors.

Treat the illness: not the symptom. Many professionals would like to provide a comprehensive mental-health approach for the schools, families, and community. Perhaps depression screening for all students may prove to be more helpful in identifying those at risk of hurting themselves as well as others. Some experts are now suggesting that teachers be taught mental health first aid to assist those in crisis. As we often see, hurt people, hurt people; and the use of mental health professionals, such as, school counselors, school social workers, school nurses, school psychologists, as well as, school resource officers may enable us to help people, help people.

Building relationships is key. We may need more metal detectors, but we must have more student detectors. The Secret Service found that school shooters usually tell other kids, but not adults. Adults trusted by kids may be given life saving information. We need to put a human face on school safety. Teaching to the heart, as well as, to the head to reach the whole child, not only academically, but also to the social, mental, emotional, physical and spiritual dimensions, will help build a school and community of respect. Social emotional learning can help students learn in a safe environment. We often say to police officers that you have a more powerful weapon in your heart than in your holster, to make your school safer. School safety needs to be built in, not tacked on. Students respond to people, not programs. You cannot mandate kindness, but you can nurture it by building relationships with communication, collaboration, cultural awareness, and caring. Words can kill, and words can give life. You choose.

When kindness fails, you need to be aggressive, forceful, and effective. An emergency plan of action needs to be in place, practiced and proactive. Teachers and students should be trained and allowed to practice lockdown drills. Parents need a low tech and high tech communication system for responding to school emergencies. Gone are the days of Columbine when police waited for hours to enter the school. Today police and community emergency response teams are trained for active shooter/rapid response, to take out the shooter ASAP.

Healing is personal. Schools need to be prepared to deal with the consequences of violence immediately and long after the incident. Individuals react to grief in a wide a range of ways, and there is no best way to grieve. Where some people need to process the grief immediately, others need to be left alone. Grief has no specific timeline for everyone.

School safety has entered uncharted waters. When I started working in school safety decades ago, the weapon of choice for school violence was a box cutter or knife, now it is automatic weapons. What will be next? The unthinkable is now doable, and probably unpreventable. The Newtown shootings raise disturbing issues and questions. Controversial approaches, which once would have been considered ridiculous, are now being debated, such as arming teachers and having teachers and students take out the shooter by any means possible. Guns, metal detectors, mental health issues, zero tolerance, and other emotional issues make for complex and difficult decisions. A voice of reason is often lost in the heat of hysteria.

There are no guarantees, only intelligent alternatives. Today, we are better prepared to deal with and prevent school violence than we were in the earlier days in Cleveland and Columbine. There still is no 100% guarantee that our schools will be violence-free. There are no easy solutions, but there are intelligent alternatives to reduce the risks. It’s time for all schools to explore these alternatives. For some, tomorrow may be too late.

© 2013 Stephen R. Sroka, PhD, Lakewood, Ohio. Used with permission.

Stephen Sroka, PhD, is an adjunct assistant professor at the Case Western Reserve University School of Medicine and the president of Health Education Consultants. He has worked on school violence issues worldwide for more than 30 years. Connect with Sroka on his website or by e-mail at

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3 thoughts on “School safety lessons learned: From Cleveland to Newtown (Guest Post)

  1. Evan says:

    I agree with most of what Mr. Sroka has to say. But when someone who is a long time security expert says the weapons of choice today are “automatic weapons,” it is clear that there are at least some areas of expertise where the person has some gaps in their knowledge and expertise.

  2. Broeck Oder says:

    “When I started working in school safety decades ago, the weapon of choice for school violence was a box cutter or knife, now it is automatic weapons.”

    With all respect, this should read “semi-automatic weapons.” An important part of addressing any issue is correct terminology, even in a helpful and interesting column such as this one.

  3. Brian says:

    I am curious as to what mental health services your approach draws upon? As somebody who works in the industry i can personally vouch that there are many barriers. Nobody with out legal mandates is required to seek and continue mental health treatment, and legal options are limited, having even sever mental health issues does not result in mandated treatment. Mental health treatment is on a purely voluntary basis and is often not chosen by those with sever disorders that allow for such tragic decision making. On top of these issues the next question that comes to mind is funding. Where exactly is the money for these extensive mental health evaluations going to come from, and what agencies will provide them? Even people with mental health needs and the best intentions fall through the cracks in today’s system. So other than options that are clearly out of the question what SPECIFIC advice do you have for schools looking to make improvements?

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