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Science and the Prevention of Violence:
Researchers' Reflections
by Dr. Donald Meichenbaum, Ph.D.

The recent school shooting in Cleveland (October, 2007) brings to mind what experts know about the factors that seem common to such violent events. While we often learn a great deal about the perpetrators of such violence, we often fail to learn very much about what was tried (or not tried) to prevent such violent episodes. In the case of the student who did the shooting in Cleveland it has been reported that he had been suspended from school, had been bullied, had psychiatric problems, and also showed evidence of “pockets of competence.” What we don’t know is how the school responded to each of these issues.

For example, it was reported that the perpetrator was suspended on two occasions. Adolescents who are suspended are at increased risk for substance abuse, criminal behavior, and school dropout. What alternatives to suspensions did the school consider?

The perpetrator was reportedly bullied. What evidence-based programs did the school implement to address bullying? What specific interventions were in effect for victims of bullies as well as for the perpetrators of bullying?

It was reported that the perpetrator had attempted suicide and was non-compliant with his medication. We know that approximately 70% of kids who actually attempt suicide never access follow-up care, even though they are referred to mental health. What communication efforts were implemented between the treatment staff of the psychiatric facility, the school, and the perpetrator’s family?

For nearly half the children with serious emotional disturbances who receive services, the public school system is the sole provider. How did the school help the perpetrator with reentry to school? How did the school help him readjust to the school routine following his suicide attempt? Was a mentor assigned? A school counselor? Was a referral made for follow-up treatment? What did the school and psychiatric facility do to engage the boy's mother as a partner in her son's treatment program?

Students who enter such an elite high school are screened for academic competence in order to gain entry. What screening efforts were incorporated to screen and identify students who have mental health needs? What, if any, follow up individual educational plan was formulated and implemented with the perpetrator? What proactive steps did the school take in nurturing the sense of school connectedness for the accused?

The perpetrator was competent in chess and had won a tournament in this area. How did the school use the perpetrator’s special abilities in this area to engage him in socially appropriate ways?

In the same way that the FAA uses a Checklist to determine the causes of an airplane accident , one wonders whether a comparable Checklist could be developed and be employed following each violent episode that occurs in schools. It would seem that we could we learn from such violent incidents thereby reducing the likelihood of violence in our schools?