Teachers’ Secondary Stress and Trauma After School Shootings
Recently we were asked to explore the different typologies and characteristics of multiple murderers. Within this context, the characteristics of school shooters were also explored. According to Bartol & Bartol (2021), school shootings are not a common occurrence; however, in my opinion, they are far too common. There is no other country that experiences as many school shootings as the United States (Bartol & Bartol, 2021). In 2024, there were 39 school shootings that resulted in injury or death. At least one school shooting happened each month in 2024 (Lieberman, 2024). In my opinion, these numbers are astounding.
Bartol & Bartol also revealed that when school shootings do occur “…they generally involve one perpetrator who shoots a small number of victims and is promptly taken down…(Bartol & Bartol, p. 358). In a recent class discussion, I expressed my concern about this quote. As an educator in an urban public high school, this assertion deeply struck me. What is the definition of “victim” in this context? Is victim defined here as those who died during the commission of murders? Care should be taken to acknowledge those who may not have died or been physically wounded, but will experience lifelong psychological trauma as a result of being present during the tragedy. Parents, families, and friends of those who were injured or killed; students and teachers who were present during the shootings; students and teachers in cities, states, and countries outside of where the incident occurred – these individuals are also victims.
I am one such victim. I was never able to put a name to it, but after reading Dr. Rousseau’s lecture on secondary trauma, I was relieved by the clarity it provided. While I am privileged to have never been embroiled in a school shooting, each time I hear about a school shooting, I am devastated. When these tragedies occur, there is little to no support provided for teachers in my school building, which seems to be a commonality among other districts as well. For instance, after the Sandy Hook murders, teachers who experienced secondary trauma were not offered support by their schools’ administration. (Dixon, 2014). The day following the Abundant Life Christian School shooting, I overhead a student talking about making a bomb. I immediately reported him to school counseling and he returned to class less than 5 minutes later.
It is difficult for me to walk into my school building each day knowing that is not equipped with metal detectors. District leaders’ theories regarding the effects of metal detectors on teacher and student morale, especially in a community that serves mostly Black and Latino students, deters the installation of what I consider such a necessary tool (Jenkins, 2024). It is difficult to acknowledge the pervading fact that a student can enter the school with a weapon – undetected – and the incessant worry of tragedy striking my school. The implementation of safe mode drills, which are designed to prepare students and staff in the event an active shooter is on campus, only adds to the trauma experienced in a space that is supposed to feel welcoming and safe. Additionally, due to the unpredictable nature of school shootings(Bartol & Bartol, 2021), I do not believe the implementation of these drills effectively prepares students and school staff. My hope is that broader consideration will be given to all victims who suffer from school shooting related trauma and everyone involved receives the necessary supports to live better and more productive lives.