An examination of perpetrators views on school violence incidents

University of Texas Rio Grande Valley University of Texas Rio Grande Valley

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School violence perpetrators speak: An examination of School violence perpetrators speak: An examination of

perpetrators views on school violence incidents perpetrators views on school violence incidents

Gordon A. Crews

The University of Texas Rio Grande Valley

, gordon.crews@utrgv.edu

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Recommended Citation Recommended Citation

Crews, G. A. (2014). School violence perpetrators speak: An examination of perpetrators views on school

violence incidents. Journal of the Institute of Justice & International Studies, 14(1), 41-58.

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Journal of the Institute of Justice

& International Studies

2014

Number 14

ISSN 1-538-7909

Articles for the special issue on:

Globalization of Juvenile Justice

Institute of Justice & International Studies

Department of Criminal Justice

University of Central Missouri

Warrensburg, MO 64093 USA

Journal of the Institute of Justice & International Studies

Editorial Board:

Fiona Brookman, Centre for Criminology, University of South Wales, UK

Gerard De Jonge, Faculty of Law, University of Maastricht, Netherlands

Tim John, Centre for Criminology, University of South Wales, UK

Ben Gibbs, Ball State University, USA

Stefan Lorenzmeier, University of Augsburg, Germany

Craig McLean, Northumbria University, UK

Roddy Nilsson, Linnaeus University, Sweden

Paul O’Mahoney, Trinity College, Dublin, Ireland

Eva Rieter, Faculty of Law, Radboud University Nijmegen, Netherlands

Rick Sarre, School of Commerce, University of South Australia

Daniel Silander, Linnaeus University, Sweden

Issue Editor:

Donald H. Wallace, Criminal Justice Department, University of Central Missouri

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iii

CONTENTS

Preface ……………………………………………………………….……………. iv

Author Information …..…………………………………………………………... vi

Featured Article:

GLOBALIZATION AND JUVENILE LIFE SENTENCES:

CREATING MEANINGFUL OPPORTUNITIES FOR RELEASE FOR

JUVENILE OFFENDERS

Beth Caldwell ……………………………………………………………………… 1

Accepted Articles:

AN EXPLORATORY STUDY OF SCHOOL CRIME

AND RURAL TEACHER AND STAFF VICTIMIZATION:

A RESEARCH NOTE

Shannon M. Barton-Bellessa, Brian R. Johnson, Phillip C. Shon,

Corey W. Austin ……………………………………………………………………. 9

RESTORATIVE JUSTICE: AN ALTERNATIVE RESPONSE

TO JUVENILE DELINQUENCY IN BARBADOS

April Bernard ……………………………………………………………………… 23

SCHOOL VIOLENCE PERPETRATORS SPEAK: AN EXAMINATION

OF PERPETRATORS VIEWS ON SCHOOL VIOLENCE OFFENSES

Gordon A. Crews ………………………………………………………………….. 41

CANADA’S AMENDED YOUTH CRIMINAL JUSTICE ACT AND THE

PROBLEM OF SERIOUS PERSISTENT YOUTH OFFENDERS:

DETERRENCE AND THE GLOBALIZATION OF JUVENILE JUSTICE

Ruth Mann ……………………………………………………………………….... 59

EXPOSURE TO VIOLENCE AND PROBLEM BEHAVIOR

AMONG URBAN ADOLESCENTS: ASSESSING RISK FACTORS

AND COPING STRATEGIES

Zina McGee ………………………………………………………………………... 73

THE JOURNAL OF THE INSTITUTE OF JUSTICE & INTERNATIONAL STUDIES

is a multi-disciplinary, peer-reviewed journal devoted to the dissemination of information

regarding a wide variety of social issues, both national and international, and a wide variety of

research and presentation techniques.

MANUSCRIPTS

Manuscripts are typically the outcome of a presentation by the author at the academic

conference hosted by the Institute each year. These manuscripts should be submitted via email

to [email protected]u. Only original, unpublished manuscripts not under consideration by other

journals will be considered. Submissions should follow the style from either the Publication

Manual of the American Psychological Association or the Uniform System of Citation.

PREFACE

he Journal of the Institute of Justice & International Studies (JIJIS) invited

manuscripts for Issue 14 that would engage the theme of topics in Juvenile

Justice spanning various dimensions across nations, cultures, or programs. The

overall focus for a special issue of JIJIS was seen to address the host of aspects of this

theme of the Globalization of Juvenile Justice.

Authors were informed that accepted manuscripts would be combined with an

invited article by Beth Caldwell, who delivered a plenary address at the 2014 spring

symposium on the Globalization of Juvenile Justice. This program, held at the

University of Central Missouri, was organized by the Institute of Justice &

International Studies.

Beth Caldwell’s article immediately directs attention to the contemporary

perspectives on the universality of juvenile justice in its examination of the struggles

of the judiciary in the U.S. to address the unfolding dimensions of recent U.S.

Supreme Court decisions, which invoke a constitutional norm concerning life

sentences for juvenile offenders that is compatible with that found in the Convention

on the Rights of Children.

A concept of the globalization of juvenile justice takes broad approaches that

extend beyond the formal juvenile justice process. This is seen in the article by

Shannon Barton-Bellessa, Brian Johnson, Phillip Shon, and Corey Austin, which

explores the impact of social climate on student success and development by

examining the perceptions of the environment from the rural teachers’ perspective.

Examined here are the perceptions of safety and support from students, teachers, and

other staff and their victimization experiences.

Perspectives from the juveniles as offenders or as victims are the focus of

examination in other articles. The article by Gordon Crews gives an overview of

comments made by 28 currently incarcerated school violence perpetrators as to their

views on the causes of school violence in America. This research provides candid

information that was gathered through direct interviews and a questionnaire. Zina

McGee in her article measures specific gender differences with regard to problem

behavior (adjustment outcomes) and coping strategy among several hundred African-

American youth exposed to violence and victimization. The results showed a strong

relationship between victimization experience and adjustment outcomes including

both internalizing and externalizing problem behavior.

The articles for this special issue of JIJIS feature an examination of programs

from countries outside the U.S. The purpose of the study by April Bernard is to

compare two divergent responses to youth crime and delinquency in Barbados, the

traditional juvenile justice system in Barbados and a program that is based on the

principles of restorative justice. The findings indicate the potential of restorative

justice as an alternative approach to crime prevention and control for delinquent

youth. Ruth Mann in her article assesses the amended Canada’s Amended Youth

Criminal Justice Act introduction of deterrence as an additional sentencing aim

through analyses of a subset of interviews with persistent male youth offenders

recruited in a youth correctional facility in southern Ontario. The analysis in this

paper indicates whether and how the youths' accounts of violence, crime, and

rehabilitative intervention efforts fit with government insistence that a stronger

deterrence message is needed to reverse the damage of a justice system that scholars

concur largely missed the global punitive turn.

This list of articles indicates the breadth of perspectives and programs that

embrace the care of our troubled youth across many spectrums. They each address a

variety of questions. Hopefully the reader will agree on that this special issue of

JIJIS contributes to the understanding of some of the challenges that countries face in

the effort to find the most successful and effective ways to deal with at-risk and

offending youth.

Don Wallace, Issue Editor

SCHOOL VIOLENCE PERPETRATORS SPEAK:

AN EXAMINATION OF PERPETRATORS VIEWS

ON SCHOOL VIOLENCE OFFENSES

Gordon A. Crews,

Marshall University

In the last few decades researchers have attempted to determine correlates for school

violence. While the number of extreme incidents of school violence remains relatively

small, extreme incidents cause the most concern for parents, teachers, law

enforcement, and educational administrators. In addition to the fear these types of

events cause, they also bring about a great deal of debate regarding proper

responses. Some feel that stringent zero tolerance policies are the answer, while

others argue for more gun control in society. Some feel that increased counseling and

service to young people is the answer, while others argue for the increased use of

school expulsion and the building of more juvenile correctional facilities. This article

gives an overview of comments made by 28 currently incarcerated school violence

perpetrators as to their views on the causes of school violence in America. This

research provides extremely candid and unique information that is gathered through

direct interviews and participation in a questionnaire. In addition, many of those

interviews freely offered insights as to their own involvement in incidents of school

violence.

ince 16-year old Brenda Spencer used “I don’t like Mondays” as her

justification for killing two and injuring nine people through rifle fire at

Cleveland Elementary School across from her home in San Diego, California, in

1979 (Associated Press, 1979), researchers have attempted to determine correlates for

this extreme type of juvenile delinquency and violence. While such incidents of

school violence (Center for Disease Control, 2014; Prevention Institute, 2014) remain

relatively small in the percentage and type of violence in general, they cause the most

concern. This concern impacts parents, teachers, law enforcement, and educational

administrators almost every day of any given school year. In addition to the fear and

panic these types of events cause, they also bring about a great deal of debate on

proper responses (Crews & Montgomery, 2001; Crews & Counts, 1997; Crews,

Montgomery, & Garris, 1996). A common view in the American public

(Advancement Project and Civil Rights Project, 2000; Black, 2004; Ferrandino &

Tirozzi, 2000; Kafka, 2001; Public Agenda, 2004; Skiba, 2004) is that stringent zero

crewsg@marshall.edu

The Journal of the Institute of Justice & International Studies

tolerance policies are the answer to this problem. A minority view in the general

public is that more gun control in society is required. A common view in those who

work with juveniles and in American schools is that increased counseling and service

to young people is the answer. Still some Americans argue for increased use of

school expulsion and the building of more juvenile correctional facilities.

Given the increase in major school shootings since the late 1990s, fear and

panic associated with school violence have greatly escalated. Unfortunately, most

efforts are reactive rather than proactive in nature and focus on punitive or zero-

tolerance rather than prevention and intervention. Also, the vast majority of prior

studies of school violence are individual case studies and/or interviews with fewer

than eight perpetrators (FBI, 1999; Harding, Fox, & Mehta, 2002; Levin & Madfis,

2009; Muschert, 2007). This most often results in few mechanisms for

intervention/prevention considered by school districts except for the implementation

of “Zero Tolerance Polices” and “Gun-Free School Zones.”

The Overall Study

The current study is part of a more comprehensive research project investigating the

causes of school violence and disturbance in America. This project focuses on the

results of a 200-question scenario-based survey, entitled, “School Violence Prevention

Questionnaire,” distributed in 2013 to identified incarcerated school violence

perpetrators who committed acts of violence across the United States between 1979

and 2011 (N=78). This survey questionnaire was developed in late 2012 with

assistance from the Themis Center for Justice Policy, Practice, and Research

(Huntington, WV).

Sample, Survey Instrument, Data Collection, and Analysis

Sample: Between 2008 and 2012, the researcher scoured all publicly available

lists and news reports to obtain a population of names of perpetrators who committed

violence on school property or at a school function. Then the deceased, released, un-

adjudicated, and otherwise un-locatable individuals were eliminated from the sample.

Next, descriptive data from publicly available secondary sources (e.g., court

transcripts, news reports, journal articles, etc.) related to the resulting 78 identified

incarcerated perpetrators of school violence (mostly school shooters) were gathered.

This was conducted to analyze their acts of school violence and to the aftermaths of

their acts to develop a comprehensive portrait of K-12 school violence in the United

States. In addition, the researcher analyzed the scenario-based questionnaire

responses from more than 37 of these perpetrators.

Survey Instrument—“Prevention of School Violence Questionnaire”: With

the “Prevention of School Violence Questionnaire,” respondents were asked to put

themselves in the shoes of John/Jane, a person similar to themselves at the time they

committed their acts of violence and to answer questions about John's/Jane's thoughts,

feelings, and experiences at four different time periods: 1) prior to deciding to commit

violence; 2) after the decision to commit violence and during the planning phase; 3)

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during the act of violence; and 4) immediately after the act of violence. The

development and utilization of this survey was an attempt to contribute to the

understanding of school violence in several unique ways. First, nearly every prior

examination of school violence has used case studies to evaluate just a few events

(i.e., fewer than eight). This research provides descriptive information on the entire

population of 78 incarcerated and available perpetrators of school violence, who

committed their acts of violence between 1979 and 2011, to develop a comprehensive

picture of perpetrators and events. Second, the descriptive data from the 37

questionnaire respondents is to be used in future quantitative analyses to test existing

theory and to develop new theory.

Data Collection: Descriptive data (165 variables) from publicly available

secondary sources (e.g., news reports, journal articles, court transcripts, and case

studies) were collected for all 78 identified perpetrators and events. In addition,

demographics, state-level variables, characteristics of event, victims, prosecution,

weapons, family, school, peers, etc. were also collected. A database was established

consisting of 365 (i.e., 165 demographic and 200 questionnaire items) variables for

analysis.

Analysis: Descriptive data were entered on 78 perpetrators and questionnaire

responses were entered on 37 who had agreed to participate returned their

questionnaire responses. Indices were developed and preliminary inferential analysis

was completed. This research is currently using quantitative data (200 ordinal

variables) and qualitative data from the questionnaire and additional unsolicited

written stories and comments. This qualitative data from the questionnaire and

additional unsolicited written stories and comments is the basis for the current study.

The Current Study: School Violence Perpetrators Speak

The current study involves the content analysis of comments made by 28

(N=78) currently incarcerated school violence perpetrators from the sample as to their

views on the causes of school violence in America. Their identity has been withheld

(including any identifiers), stating only their demographics (Race/Sex/Age/Year of

Incident) (e.g., B/M/21/2005). A very brief description of their school violence act is

listed as well. The findings provided extremely candid and unique information given

the number of participants involved and type of information gained.

In this part of the study, perpetrators were asked to offer their opinions about

the causes of school violence. On an anecdotal level, many commonly viewed

triggers of school violence incidents were confirmed by the shooters’ written

comments on the survey instrument and other freely offered correspondence. A

strong feeling of general hopelessness and ultimately finding themselves in the darkest

spot (even thoughts of suicide) of their lives was reported as the number one cause of

their violent act. Twenty-five perpetrators commented on the traditional problematic

issues of being bullied, sexual and physical abuse, being products of broken homes,

and lack of parental guidance. They stated that these issues combined with the

The Journal of the Institute of Justice & International Studies

realities of poverty, the influence of gangs, and even mandated medication, were very

strong factors in how one viewed themselves and their personal worth.

Three perpetrators suggested that those having contact with school children

need to understand the commonalities between those that have issues and those that do

not. These individuals offered that children are simply products of their environments.

Parents and law enforcement officials trying to put students in neat boxes and teachers

targeting wrong students with inappropriate labels cause students to try to be someone

they are not and/or to prove themselves in an unhealthy manner. They also offered

that that many are too scared to seek help and instead attempt to deal with the issues

themselves, but begin to respond to real and/or perceived threats through acts of

revenge or by alternatively turning their own personal fantasies into reality.

A secondary part of the research dealt with asking school violence

perpetrators about their views on the horrific school shooting in December of 2012 at

Sandy Hook Elementary School in Newtown, Connecticut. Almost all 28 perpetrators

appeared to have a sincere concern over the victims and their families, but, not

surprisingly, the main point of concern was as to whether the media attention would

impact their own appeals and parole hearings. Ten discussed how they felt that young

children can very often not understand their own emotions and definitely cannot see

the future for themselves in a rational manner. Due to lack of proper guidance from

family and teachers, these ten felt that children lacked a proper understanding about

consequences of their actions.

While not asked initially, ten attempted to place themselves in the shoes of

Adam Lanza (i.e., Sandy Hook Elementary School shooter) as they offered possible

reasons for why he did what he did. Four stated that he may have had his sexuality

questioned by past classmates, or did not belong to any group, or his Asperger's

Syndrome was the cause. Two discussed how they felt society needs to understand

that sometimes the victim may actually be to blame, albeit a very controversial idea.

Six felt they have been victims of racial prejudice and/or were wronged by school

officials or parents and may see that committing a shooting at a school is their only

form of revenge. Two discussed how they themselves at the time of their violent acts

had no thoughts of realistic consequences and were fascinated with death/school

shootings/true crime stories. Two stated they expected to be killed/did not care about

the future and hoped that people would understand why they did what they did. One

respondent concluded with a potentially foreboding warning as he stated that

knowledge of guns and medication for a real or perceived mental illness and

depression is a dangerous mix for anyone, much less a child.

Perpetrator Comments

The following is a brief content analysis of the comments made by the 28

school violence perpetrators surveyed. While the lengths of the comments have been

edited, the content has been offered verbatim with limited alterations to the

substantive content, grammar, or spelling. Perpetrators commented on their views of

the causes of school violence, the Sandy Hook Elementary School shooting, and their

own incidents of school violence.

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Perpetrator Comments on the Causes of School Violence: Three perpetrators

made general comments about their views on the causes of school violence in

America:

“One thing I notice it never be the ones that have bad behavior in school that

pull thangs like what John did, it always be a smart, quiet student that you

think would not do that, so the teacher be looking at the wrong student for

behavior problems.”

B/M/21/2005 (Ambushed a rival 17-year old gang member with a

three other males in a school parking lot)

“I agree that it has been understudied in serious circles, and “over studied”

in the forum of talk shows and media sound bites. In addition to my own

experience I have followed the phenomenon in the latter instance and,

preferably, in the former. (Serious avenues such as Frontlines “The Killer at

XXXXXXX High” and the book Columbine). It has given me a fair amount of

insight. I believe there are commonalities in most of the school shootings (at

least the student vs. student and/or teacher variety) which are confoundingly

overlooked. And which, if understood better and more widely, would be a

great tool in prevention.”

W/M/14/1986 (Failing a class, tried to kill the teacher, but shot and

killed her substitute and injured a vice principal and two other students)

“A lot of people seem to want to alway’s put people in neat boxes &

categories so they can easily demarcate acts in to various levels of

stratification, such thinking is counter productive, & useless.”

B/M/15/1988 (Opened fire at several teachers with a semi-

automatic pistol)

From these comments several themes reveal themselves clearly about what

these individuals feel are involved in facilitating some to commit school violence acts.

Themes of Comments about School Violence in General: Interestingly, only

three perpetrators of 28 chose to comment on the issue of school violence in general.

The vast majority, 26, commented on their own situation only. Of those who did

comment directly, one distinct theme was prevalent:

The Relationship between Teachers and Students

 Teachers targeting wrong students (Labeling)

 Teachers trying to put students in “neat boxes”

 Teachers need to understand commonalities in their problem students

The comments on the impact (positive and negative) that teachers have on

their students echo what researchers (Crews & Montgomery, 2001; Crews & Counts,

1997; Crews, Montgomery, & Garris, 1996: Demuth, 2004; Kehler & Greig, 2005;

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Kimmel & Mahler, 2003; Martino, 2000; McGee & DeBernardo, 1999) involved in

the study of juvenile violence have reported.

Those working with youth need to ensure they are not inappropriately labeling

those they encounter. This also includes ensuring that none of their students/charges

even perceive that this is occurring. Real or perceived labeling will inevitably impact

how individuals interact with each other. They must also remember that juvenile

behavior is very complex and most children cannot be placed in neat boxes. While all

children face similar issues in their adolescent lives, their reactions to those issues

may be very different. Each child must be approached as an individual with unique

strengths and weaknesses, which need to be promoted and addressed.

Offender Comments on Sandy Hook Elementary School Shooting:

Perpetrators were also asked to offer their opinions and comments on the tragedy at

Sandy Hook Elementary School in Newtown, CT on December 12, 2012. Ten

perpetrators made comments about their views on this school violence incident:

“In the aftermath of the SENSELESS acts of VIOLENCE that occurred at the

Newtown, CT Elementary School, my earnest PRAYER is that these few

words will find you both more DETERMINED & RESOLUTE than EVER!

There has been much talk about the incident here behind the prison walls, (as

I am sure it must be out there in society). I WISH there was more that I could

do to express sincere concern for the lives of those innocent young children,

& the suffering of their FAMILIES, FRIENDS, & COMMUNITIES.”

B/M/14/1996 (shot another student 6 times with a .22 caliber pistol

on a school bus after a verbal feud)

“I saw what just happen in Connecticut the tragety of all those sweet inocent

children. their lifes cut short. broke my heart when I saw it in the news I hope

this study can bring this madness to a stop once and for all. or at least that we

can regonize the people that might be thinking of doing something so disturbe

like what just happen. my prayers go to the familys and vicitims”

H/M/18/1999 (Shot two rival gang members in parking lot after

school)

“My heart go out to those children and their families. I know that’s the worse

feeling a Parent Could ever have. In-a-way I wish I Could’ve been there to

help save the kids.”

“Now the politicians are involved, talking about more gun control laws. Im

not Anti-Government, but the Government In my belief is full of it. Guns don’t

Kill People, People Kill People! Every body know that with stricter gun

control laws will only put more minorities in state & federal prisons. Instead

of Gun Control laws the Government needs to spend money on mental health

programs for the youth. They Promote Violence but then grieve for it. I feel

sorry for those kids, all I could say is this is a very Cold & Dark World. The

person that did that, I Don’t think Nobody pay attention to the signs. Because

its always sign. That’s why I say we have to start with the youth in America.

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But with “Newtown” happening my hope is a little bit scattered. I feel as if

when a school-shooting happen rather, “Isolated” or “Mass” it hurts my

Case.”

B/M/16/1996 (shot another student during a fight with a group of

students)

“Even with me living the life that I live and me being in the circumstances

that Im in, I still disbelieve in using violence as a form of communication.

When tragedies hit most people male or female we respond in a haste manner

without thinking for others as well as the consequences of our actions which

will only lead to years or decades of decadence. No quick fix can help our

nation heal from it’s losses or the pain that we suffered over the last couple

years, months, weeks etc…It’s time for rational thinking in unionism so

different minds can give different opinions on the issues at hand. Making guns

illegal in my opinion will only increase crime rate in my opinion solely for the

fact that people already have existing problems and they need some type of

artillery to protect there self and others.”

B/M/16/2004 (shot and killed another student in a group fight a few

minutes after their high school graduation)

“Him victimizing his mother, who for all outward appearances was a good

mother, coupled with the facts that he was socially withdrawn and he

victimized children specifically, leads me to suspect that he had issues

identifying and understanding true emotions. For some reason I believe that

even before the suicide he had given up hope. Hope of being a Father, friend,

son, and being in a romantic relationship. I imagine him as being a person

who could witness joy, love and pleasure, but couldn’t connect to, or

experience them himself so he thought these things were fabricated, and

ultimately offensive to him.”

B/M/16/2005 (Shot and killed another student outside their school as

classes recessed for the afternoon)

“Now, school-violence, that’s a problem of teachers. That’s a problem of

teacher’s that only-them as a whole could change. People may not know it,

but, teachers is the imperfection that need to be corrected. Psychology skills

and counseling skills is what this is all about. Teachers need to be

implemented with the skills to get a student to divulge whatever it is that he,

or she wont divulge to their parents, or other outside family member or

friends. Crack is taking over our teachers, & people don’t even much see it.

These teachers may look up to standard from a outsider view of viewing them,

but, with their good hearts; their minds and vision is impaired.”

B/M/18/2003 (one of two men who entered school property via gaps

in the fence armed with an AK-47 and a semi-automatic pistol, then entered

the school gym and shot a 15 year old gang rival to death)

The Journal of the Institute of Justice & International Studies

“I did hear about what happened in Connecticut the day it happened; I just

could not believe it. I want to help even more now to provide some insight

and help to prevent these things from happening. I think that, and these are

just opinions, but he might have been planning this before. He may have

chosen and elementary school because the majority of the people were little

children and they could do very little to stop him. Easier targets. If Adam

Lanza had any anger toward anyone there, then that might be a reason why

he went. If he was taking medication, that might have been a factor too. It has

been proven and researched that when you have someone taking psychiatric

medication, homicidal and suicidal thoughts can occur or increase. He knew

how to use guns, they were available to him, and when you mix that with

depression, frustration, or delusional thinking the results can be disastrous.”

H/M/18/2006 (Crashed through security shack at the entrance to the

student parking lots, stepped out of van, set off 3 smoke bombs and then

proceeded with gunfire towards the school, after killing father at family

home)

“I have no idea what the Newtown shooting was about. I’m about as far

removed from the facts on the ground as anyone can get. And even those that

have access to some of those facts (i.e. the media) can’t get it right. Aren’t

they the ones who reported Lanza’s mother was a teacher at the school?

People in this world, and the media particularly, have not learned that if you

don’t know what’s going on, say nothing. Otherwise you create an air of

confusion which later is hard to undo. This act may not have been so much

one of anger towards his mother or those teachers and children. It is more

likely his act was left as a burden for others to carry. That is, for perhaps his

father, his brother, the “town”, or whatever person/entity (and it could be

more than one…a confluence of motivations) that in his mind had wronged

him, or neglected him, or failed him, or spurred him, or whatever. I, quite

rationally, want to do something drastic and sacrificial which will bring even

one of them back. I can feel hopeless about my future because when I think

about this recent tragedy I don’t ever want to me a parole. So how could

anyone else? And if I don’t have a chance to live in a community and have a

family, then what hope do I have?”

W/M/14/1986 (Failing a class, tried to kill the teacher, but shot and

killed her substitute and injured a vice principal and two other students)

"I think he chose the school because it was familier to him, he went to school

there so mabe something happened then. His mom was working at the school

so it was a place that was always on his mind cause she would come home

and talk about it. Maybe because of his Asbergers syndrome he felt that his

mother payed more attention to the kids at the school and that made him very

angery with her and the kids and adults at the school and he thought he had

to do something about it. It is very hard to put myself in his shoes, Iv been

raised that the children are the future and that they should be protected from

evil like that. I also think he may have thought that it may have been an easy

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target because of its location and the fact that he was a little familiar with the

school, people most of the time will pick a place their most comfterbale at so

that went they start to do such a think like that they don’t get spooked and

change their mind and have to pick a new target with out having to plan

anything out ahead of time. When I would do a robbery or when I was going

to kill myself it was always at a place that I would go all the time.”

W/M/17/2007 (Brought a gun to school and held a class hostage for

four hours)

“Extremely horrific thing that took place at that school in Connecticut last

month, and those 20 little children losing their lives in that shooting. But the

shooter, Adam Lanza, committed suicide? If Adam was a Christian like me, he

wouldn’t have done so atrocious of an entity as to do that shooting at that

school in Connecticut. This is the result of (at least in my opinion and even

though it was a long time ago) of, in the 1960’s, taking BIBLES out of our

public schools in this country. Its crucial for the people of this country not to

take BIBLES out of our public schools.”

W/M/21/1993 (Former student who shot and killed assistant principle

with a .44 caliber pistol)

The comments from these ten perpetrators offer additional insight into why

some commit such acts. They also offer insight into the thinking patterns of some

who commit such acts of violence. The comments do support the beliefs that many

(Crews & Montgomery, 2001; Crews & Counts, 1997; Crews, Montgomery, & Garris,

1996: Demuth, 2004; Kehler & Greig, 2005; Kimmel & Mahler, 2003; Martino, 2000;

McGee & DeBernardo, 1999) involved in the research of juvenile violence have

argued for decades. Some individuals will see violence and aggression as their only

way to communicate with others. Some will feel this is the only way to protect them

and deal with the real or perceived aggression they experience from others (including

school officials).

Themes of Comments About Sandy Hook Elementary School Shooting: The

comments from ten of the perpetrators about the Newtown, CT, shooting are

interesting in that these individuals are seldom asked their opinions on such events.

These comments offer further insight into the thoughts of school violence perpetrators

as to the causes of school violence. Four types of comments presented themselves in

examining these comments:

Views on Incident

Concern for Self

Causes

Solutions

 Sincere concern

 Senseless act of

violence

 School was a

comfortable and

easy target

 Act left as a burden

for others

 A lot of talk in

prison

 Fear of impact on

their situation

 Fault of teachers

 Kids not being able

to understand their

emotions

 Lack of

understanding about

consequences of their

actions

 Kids cannot see the

future

 Need to identify

potential perpetrators

 Gun control will

NOT work

 Knowledge of guns

and medication and

depression is a

dangerous mix

 Asperger's Syndrome

is the cause

The Journal of the Institute of Justice & International Studies

The four types of comments involved views on the incident, concern for self,

cause of school violence, and possible solutions to this type of juvenile violence. Ten

of the perpetrators did appear to offer sincere concern for the victims of this tragedy.

Although, eight of these individuals offered comments which appeared to be more

worried about the potential negative impact that such an event would have on their

own cases. Three discussed in detail how such events hurt their own chances for

parole or early release due to renewed public outrage against this type of violence.

Three comments offered great insight into the issues that the period of adolescence in

general has upon a juvenile’s behavior and understanding of the consequences of their

actions. Two discussed the possible impact that issues such as Asperger’s Syndrome

and ADHD medication can have on a child’s behavior. Two discussed how

sometimes perpetrators commit their violent acts at their school in that it is a known

and comfortable place. Also, that it is possible that the perpetrators commit their acts

of violence in order to leave a burden on others for a perceived mistreatment they

have experienced in their lives.

Offender Comments on Their Own Incidents of School Violence: While no

one surveyed or interviewed was asked to comment directly upon their own case or

past, many freely offered comments and insights upon their own behavior. Seventeen

perpetrators commented on their own incidents:

“Although I didn’t kill anyone or seriously injure anyone physically, the

trauma was done. I terrorized my classmates, teachers and community. I’ve

become apart of the worst trend in our society, and I hope you can help me

speak out against it and encourage others to get the help they need instead of

following in my footsteps, and the footsteps of too many others.”

W/M/16/2004 (Fired three rounds with a 12 Gauge shotgun in a

classroom)

“I grew up playing sport’s which is how I got my nickname “XXXX” from the

legendary XXXXY XXXX. Sport’s became secondary once the street’s got a

strong hold of my heart, mind, body and my soul would be latter confiscated

by the commonwealth of XXXXXXXXXXX.”

B/M/16/2004 (shot and killed another student in a group fight a few

minutes after their high school graduation)

“I point this out for accuracy’s sake, not to minimize. I endangered the life of

every person in the school by firing a weapon in the first place. I still struggle

with many issues of depression and guilt. But if you get to know my story

better you’ll realize I’ve been to the darkest spot possible (I hope) and

survived it. As long as I can find meaning and hope I will endure and

achieve.”

W/M/14/1986 (Failing a class, tried to kill the teacher, but shot and

killed her substitute and injured a vice principal and two other students)

Crews

“I wanted to HUMILIATE them & make them APOLOGIZE for threatening to

harm my FAMILY, KILL ME & for all the RACIAL SLURS that they’d made

towards me. They were waiting on me at my “Bus stop,” after following

BEHIND the bus & driving BESIDE it, yelling out THREATS of bodily

HARM, calling me niggar, porch monkey, etc. (ALL of which the Bus Driver

Ms. Mar WITNESSED, but never said ANYTHING ABOUT!). I always

KNEW I was going to JAIL AFTERWARDS. I just never thought it would be

for MURDER…(ASSAULT or even BATTERY perhaps, but it never

OCCURRED to me that something would go WRONG and I’d end up taking a

LIFE! This 20 year old young MAN, had threatened to KILL me, RAPE my

MOTHER & SEXUALLY ASSAULT – in HIS words, “stick his PENIS” in the

MOUTHS of my kid brother and sister, (who were 8 & 9 year of age at the

time.) I was DEVASTATED, ANGRY, & AFRAID for my LIFE BEFORE. But,

NOW, although I was blessed to be ALIVE, I felt truly ALONE & left to

WONDER “where & how it all (my life) went WRONG!”

B/M/14/1996 (shot another student 6 times with a .22 caliber pistol

on a school bus after a verbal feud)

“When I got the letter and read it I couldn’t believe what I just read. I was

like a zombie it was me but I wasn’t in my body. It took me about an hour to

realize that the love of my life just broke my heart into a million parts, that’s

when I started to cry. I took the gun to school with me the next day. The night

before I couldn’t sleep the only thing I could think about was XXXX and how

my life didn’t matter anymore. When I got off the bus that morning I seen

XXXX walking towards me, but I couldn’t bring myself to do what I wanted to

do which was shoot myself in front of her. I was headed to kill myself when I

seen the security guard comeing my way. So I took out the gun and lighted a

smoke and headed for the band room which I thought was empty at that time.

I would have never brought the gun to school. I would have talked to an adult

about my problems.”

W/M/17/2007 (Brought a gun to school and held a class hostage for

four hours)

“I do take full responsibility of my actions, though. Being incarcerated this

long I have educated myself. And I more in-tone with what I consider the

reasons & why’s incidents occurred, but to be honest I could only speak for

myself. My upbringin and surroundings of growing up in a Inner City like

XXXXXXX I was basically born into gang life. Not only that but drugs, guns,

violence, unstable households was sort of a way of life. I did make bad

choices however, in-a-way I never had a chance to grow due to my

surroundings. I don’t Know if Im a victim of circumstances, or product of my

environment. But it’s a fact that I’ve victimized so many by what happened

with the case Im in here for. Yes I was crucified by the local media, and the

victim was looked at as an angel when we both were known gang-members.

However, we both were trying to just go to school, hoping to strive for our

dreams. I know I was!”

The Journal of the Institute of Justice & International Studies

B/M/16/1996 (shot another student during a fight with a group of

students)

“I had been relentlessly picked on & bullied, both physically & mentally and I

felt totally powerless. But when you discover that it’s nothing you can do to

remove the spotlight from off you in their (the bullies) eyes then you get more

perplexed, then later angery & confused, then frustrated. After a while of

being frustrated, then anger returns like a brutal cold rain, which matetes to

various levels of rage which can’t be contained in a cage for long before it’s

transformed into some sort of action. If I had know or even contemplated my

actions fully and the full remifications of my actions (the stress and

embarrassment and shame and pain & humiliation) caused to my mom and

other families, I know I would not have done this crime nor would I have

killed myself or anyone. I most likely would have found or discovered another

route, or solution to solve my problems.”

B/M/15/1988 (Opened fire at several teachers with a semi-automatic

pistol)

“My parents divorced when I was only four years old. I’ve always felt ignored

because I was the youngest and couldn’t understand. This lead to a lot of

frustration, especially thinking I was left out of things because of my age.

Around the age of five or six I was sexually molested several times. I didn’t

tell anyone because I didn’t know it was wrong, and it was someone I’m

related to so I trusted him. My life went on as normal until I was thirteen and

realized what had really happened to me. I stopped playing sports, my grades

began to drop, and I started drinking and smoking marijuana. I just wanted

the memories to go away and to numb the pain. I attempted suicide and also

cut my wrists. I was on meds for depression, then anxiety (Xanax), then

sleeping pills. The following school year started so-so for me, and quickly

went under. In February ’04, there was a moment when something happened

and I felt people didn’t trust me. I was worried I would always be seen as a

nut case and my life would never amount to anything anyway. I thought if I

couldn’t be like everyone else, I’ll make them miserable like me. I had no

solid plans, and once I showed up, the fantasy turned to reality. I tried to stop

myself, wanted to leave before it started, but was scared of getting caught and

I told myself nothing would change anyway. My life would go on miserably

because I wouldn’t do anything to get the help I knew I needed.”

W/M/16/2004 (Fired three rounds with a 12 Gauge shotgun in a

classroom)

“I thank and have come to realize that all that has happen is to be blamed on

me. I was trying very hard to proof to myself that I was someone that I knew

deep down inside that wasn’t”

B/M/15/1993 (Shot another student in the back during a gang fight

on school grounds)

Crews

“On my Behalf – I don’t think I had time to think – it was more like a

Blackout and I think I just snapped out. However I think it was About 11 of us

that snapped out me, the victim, his friends and two of my friend. It was

Originally an Brawl! Its a lot of “0” in this Section for me Because it wasn’t

Plan B/C I was Used to Carrying Guns to school and in my hood.”

B/M/16/1996 (shot another student during a fight with a group of

students)

“Feeling that my sexuality was being questioned: I marked “probably”

because there was an internal question. Not an external one. And it wasn’t

that I questioned my orientation. I felt confused because I had been sexually

abused by a male. And I felt VERY, VERY, angry. The state of mind, once the

decision is made, is quite calm. And since part of the reason for my act was

reacting against overbearing and unfair authority, I had thrown out all such

controls. It was a very “free” state, albeit at the same time out of control. And

no thought at all for realistic consequences.”

W/M/14/1986 (Failing a class, tried to kill the teacher, but shot and

killed her substitute and injured a vice principal and two other students)

“Not sure if it consist of bullying But due to my life style I grew upon I fell

victim to getting jumped and shot at. I was defending myself. I was hoping

people seen the other people pull our there gone. That why they would

understand why I did/reacted in that manner. 1 victim was not the

blame(XXXXX) But the victim who was caught with the gun who started all

this I blame.”

B/M/16/2009 (opened fire on a crowd after a high school football

game)

“With regards to bullying. I was not bullied in high school but in grade

school. They were afraid of me. I had no outside group to associate with. It

might of helped if I did. At the time I was not emotionally abused but was in

the past and was scared of my father. I felt I was wronged by school officials

for making me go to school. I did not have the option to quit school. I was

often under the influence of over-the-counter pills (Max Alerts). With regards

to consequences, I expected to be killed that day. I didn’t care about any

consequences. Just to clarify, after I was arrested and on the way to jail, I

knew my life was over and would spend the rest of my life in prison. It wasn’t

until about an hour later after 2 was put into a cell and hearing about my

crime on tv in the background that it really hit me what I had done. It was

then I felt remorse and anguish over it “

W/M/17/1995 (used .22 caliber rifle to shoot two students and fatally

shoot a freshman student)

“Mixing family & friends in questions is problematic. May be worried

after/during/before about friends, but not family. Suffering some mental

health problem but unaware of it himself. A bully, but doesn’t view himself

The Journal of the Institute of Justice & International Studies

that way. Geek, nerd, weirdo aren’t really “Negitive labels”. Everyones in a

clique, but don’t consider it a gang. Every kids fighting with another

student/group & they all feel punished unfairly by parents, usually just teen

angst/drama. “Often” is used a lot on pages 16-17 which, I think, implys a lot

and that’s not necessarily the case.”

W/M/14/1998 (Fatally shot a teacher and wounded another and two

students at a school dance)

“I often kept my mind on all the guys any of my girlfriends had sexual

relationships with before they were with me and how much it made me 100%

hate each guy for no other reason other than that. Feeling to deep in you’ve

said you was doing it, now you have to do it. Hyping myself up, listening to

violent music to drawn at any thoughts of talking myself out of do it. Feeling

stupid. Wishing I didn’t have my stupid pride”

W/M/16/2006 (Stabbed fellow classmate in the neck with the intent

to kill him, permanently scarred and physically disabled the student)

“John might be a former student. John may have a fascination with death.

John talks a lot about death. John may have an interest in tragedies such as

school shooting or true crime stories. John spends a lot of time in his room, in

isolation. John may feel remorse and talk a lot about a past event(s). John

believes he is a follower. John may feel that others will hopefully understand.

Majority of the time John thinks about this, like it’s the only thing to live for,

the violent plans he has. John may desire help in his plan. John may feel like

he has to tell someone. Hopes to kill as many as he can. Hopes to kill before

he is stopped or killed. Wants to be quick in his plan. Worried he might be

stopped. John may think of how many he hurt or killed. He may feel relief

that it is over. John may feel confused that he is still alive, or

disappointed/frustrated.”

H/M/18/2006 (Crashed through security shack at the entrance to the

student parking lot, stepped out of this van, set off 3 smoke bombs and then

proceeded with gunfire towards the school, after killing father at family

home)

“Mostly EVERYONE had their own CLICKS who were SOMEHOW

“outside” the REST of the students. –Well, I’ll say atleast HALF of the school

was made up of different CLICKS, NEIGHBORHOODS, GANGS of SOME

sort. So, it really wasn’t something considered “OUT” of the NORM. (That is

in the minds of many young kids such as myself). YES, I believe my parents

depended on “corporal punishment” WAY too much & took things WAY too

FAR. –Before the “BUS DRIVER” started giving me problems & siding with

the victim who was CLEARLY the AGGRESSOR in the BEGINNING, I cant

say that I was seeking any REVENGE against any school officials or teachers.

I mean, I was ANGRY with her but it hadn’t crossed my mind to go as far as

THREATENING her in anyway. Being judged UNFAIRLY had simply become

“a part of LIFE”- a part of the new WORLD I lived in (being BLACK in an

Crews

all WHITE NEIGHBORHOOD.)…You could say the community looked

AFTER its OWN). HOW?... Good enough to accomplish WHAT? I SAY this

because I never PLANNED to KILL anyone. I just wanted the victim & his co-

horts a LESSON. I wanted to HUMILIATE them & make them APOLOGIZE

for threatening to harm my FAMILY, KILL ME & for all the RACIAL

SLURTS that they’d made towards me. There were 2 OTHER guys with him a

few days EARLIER, (ages 19 & 24) waiting on me at my “Bus stop,” after

following BEHIND the bus & driving BESIDE it, yelling out THREATS of

bodily HARM, calling me niggars, porch monkeys, etc. (ALL of which the Bus

Driver Ms. Mar WITNESSED, but never said ANYTHING ABOUT!) I don’t

recall the guys’ NAMES as of now, but I can STILL see their FACES! –

ANYWAYZ, in SHORT, I always KNEW I was going to JAIL AFTERWARDS. I

just never thought it would be for MURDER…(ASSAULT or even BATTERY

perhaps, but it never OCCURRED to me that something would go WRONG

and I’d end up taking a LIFE! EVENTUALLY, I DID think these things, but

not immediately AFTER. When I think back to that TIME, I felt “BURDENED

DOWN,” kind of like having the weight of the WORLD on my SHOULDERS. I

never even received ANY kind of “PSYCHOLOGICAL EVALUATION.” I was

just walking around like an empty SHELL; Day after DAY, FEARFUL &

WONDERING if I’d ever WAKE up from the most TERRIFYING, long-drawn

OUT NIGHTMARE of my young 14 year old LIFE!...”

B/M/14/1996 (shot another student 6 times with a .22 caliber pistol

on a school bus after a verbal feud)

These comments offer a wide range of the issues involved in why some

individuals decide to commit violent acts and why they choose a school or school

grounds to be the location for the violence to occur.

Themes of Comments about Their own School Violence Incident

Involvement: This part of the research study examined the unsolicited comments

made by the twenty-eight school violence perpetrators in regards to their own

involvement. Of the twenty-eight, seventeen offered reasons for their own personal

motivation and experiences in a school violence incident. In an examination of the

comments above, five distinct themes are revealed:

The Journal of the Institute of Justice & International Studies

REVENGE

MISTREATMENT

HOPELESSNESS

ENVIRONMENT

CONSEQUENCES

 Victim is

to blame

sometim

 Revenge

sometim

es the

only

option

 Wrong

school

officials/

parents

 Respondi

ng to real

and/or

perceive

d threats

 Bullied and

abused

 Having been

sexuality

questioned

 Sexual and

physical abuse

 Response to

racial prejudice

 Thoughts of

suicide

 Feeling sorry

for self

 Expected to be

killed/did not

care about

future

 Feelings of

helplessness

 Finding

oneself in the

“darkest spot”

of their lives

 Scared to seek

help

 No group to

belong to

 Not planned,

but always

armed

 Trying to be

someone they

are not/prove

self

 Product of

one’s

environment/

Upbringing

and

surroundings

 Influence of

gangs

 Poverty

 Broken

relationships

 Medication

being taken

 Hoping people

will understand

 No thoughts of

realistic

consequences

 Worried about

friends not family

 No time to

think/blacked out

 Once decision

made, a calm sits

 Talked up so much

had to act

 Had to hype self-

 Turning fantasy

into reality

 Fascinated with

death/school

shootings/true

crime

The five themes above offer support to the most commonly suspected causes

of juvenile violence and especially school related violence (Crews & Montgomery,

2001; Crews & Counts, 1997; Crews, Montgomery, & Garris, 1996: Demuth, 2004;

Kehler & Greig, 2005; Kimmel & Mahler, 2003; Martino, 2000; McGee &

DeBernardo, 1999). The traditional ideas of poverty, impact of one’s environment,

sexual and physical abuse, etc. are clearly represented in these comments. Eight

respondents discussed how the violence was simply a byproduct of their lives in that

they were always armed or having daily conflicts with others. They offered that their

usual delinquent behavior was escalated by others into violence and death. They

argued that sometimes victims are to blame in causing their own victimization.

The comments made by ten perpetrators stated that sometimes revenge and

violence become the only answer in a person’s mind. They offered that it is a

response to bullying, racial prejudice, and mistreatment by others in their lives (e.g.,

family members, teachers, and peers). Five perpetrators stated that their violence was

a last resort in their lives in that they had given up all hope and motivation to live any

longer. Interestingly, three perpetrators stated that one area which needs further

investigation was the possible impact that the fantasy lives and private mental lives

that some youth develop can have upon their behavior.

Limitations

Conducting any type of research on school violence or disturbance in the

United States is difficult and sometimes misleading (Crews & Counts, 1997). First,

there was no system of recording and enumerating individual acts of this type of

behavior until 1933 when the Federal Bureau of Investigation’s Uniform Crime

Report was developed. Moreover, many forms of individual aggression, such as

juvenile misbehavior, were not a matter of public concern and attention until the

1960s (Cavan & Ferdinand, 1981; Crews & Counts, 1997; Rutter & Giller, 1984).

Crews

Throughout history, definitions of what constituted school disturbance and violence

have varied. There have been varying reporting procedures among school districts.

School administrators have historically minimized their problems to preserve the

impression that they control their schools completely and ensure they are safe.

A potential limitation of this study is that various conclusions are drawn from

a small sample of respondents (n=28). This limitation is mitigated potentially in that

as of 2014, no other study has surveyed nor interviewed as many perpetrators. The

Federal Bureau of Investigations’ Threat Assessment Team (1999) interviewed fewer

than eight perpetrators in the year following the Columbine High School shooting

(CO) as the foundation for their extensively utilized report entitled, The School

Shooter: A Threat Assessment Perspective. This limitation is also minimized given

the extensiveness of the survey instrument (involving 365 variables) and other face-to-

face and mailing contacts.

Conclusion and Direction for Further Research

There will always be many questions that need to be addressed in future

school violence research. The focus of many of these questions will mostly involve

attempting to identify primary characteristics of perpetrators of school violence. They

will also involve the identification of triggers or contributors to violent incidents at or

around schools. The results of this research should not be to develop profiles or

checklists, but instead provide a comprehensive understanding of these phenomena.

It is obvious that more research is needed into the true underlying causes of

juvenile violence in general in schools, but especially these horrific types of events. It

is common knowledge that bullying, assaults, and thefts are commonplace in most

American schools. School shootings and homicides on the other hand represent an

extreme failure in the life of a student or individual at some level. Unfortunately, a

failure such that the individual felt it could not be answered in any other way than

through the use of violence.

Special attention is needed to examine detailed characteristics of each violent

event and its aftermath. Academic researchers need to continue to evaluate how well

existing theories explain school violence and school shootings in particular. They will

also need to continue to investigate whether perpetrator and event characteristics and

perpetrator questionnaire responses can be used to develop more useful theories as to

causation.

Finally, research needs to occur that will identify the factors that will aid

school officials, parents, and peers in the early identification of young people at risk

for becoming perpetrators. Moreover, assistance from research is needed for

determining what policy responses are most effective to make schools safer. Maybe it

is also time for researchers (Burnard, 1991; Quinn, 2005; Wengraf, 2001) to ask for

assistance from those who may know the true answers, the perpetrators themselves.

The Journal of the Institute of Justice & International Studies

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