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PROTECTING STUDENTS AND TEACHERS: 

A DISCUSSION ON SCHOOL SAFETY 

HEARING 

BEFORE THE

COMMITTEE ON EDUCATION 

AND THE WORKFORCE 

U.S. HOUSE OF REPRESENTATIVES 

ONE HUNDRED THIRTEENTH CONGRESS 

FIRST SESSION 

HEARING HELD IN WASHINGTON, DC, FEBRUARY 27, 2013 

Serial No. 113–6 

Printed for the use of the Committee on Education and the Workforce 

( 

Available via the World Wide Web: 

www.gpo.gov/fdsys/browse/committee.action?chamber=house&committee=education 

or 

Committee address: http://edworkforce.house.gov 
(II) 

COMMITTEE ON EDUCATION AND THE WORKFORCE 

JOHN KLINE, Minnesota, Chairman 

Thomas E. Petri, Wisconsin 

Howard P. ‘‘Buck’’ McKeon, California 

Joe Wilson, South Carolina 

Virginia Foxx, North Carolina 

Tom Price, Georgia 

Kenny Marchant, Texas 

Duncan Hunter, California 

David P. Roe, Tennessee 

Glenn Thompson, Pennsylvania 

Tim Walberg, Michigan 

Matt Salmon, Arizona 

Brett Guthrie, Kentucky 

Scott DesJarlais, Tennessee 

Todd Rokita, Indiana 

Larry Bucshon, Indiana 

Trey Gowdy, South Carolina 

Lou Barletta, Pennsylvania 

Martha Roby, Alabama 

Joseph J. Heck, Nevada 

Susan W. Brooks, Indiana 

Richard Hudson, North Carolina 

Luke Messer, Indiana 

George Miller, California, 

Senior Democratic Member 

Robert E. Andrews, New Jersey 

Robert C. ‘‘Bobby’’ Scott, Virginia 

Rube ́n Hinojosa, Texas 

Carolyn McCarthy, New York 

John F. Tierney, Massachusetts 

Rush Holt, New Jersey 

Susan A. Davis, California 

Rau ́l M. Grijalva, Arizona 

Timothy H. Bishop, New York 

David Loebsack, Iowa 

Joe Courtney, Connecticut 

Marcia L. Fudge, Ohio 

Jared Polis, Colorado 

Gregorio Kilili Camacho Sablan, 

Northern Mariana Islands 

John A. Yarmuth, Kentucky 

Frederica S. Wilson, Florida 

Suzanne Bonamici, Oregon 

Barrett Karr, Staff Director 

Jody Calemine, Minority Staff Director 
(III) 

C O N T E N T S 

Page 

Hearing held on February 27, 2013 ....................................................................... 1 

Statement of Members: 

Kline, Hon. John, Chairman, Committee on Education and the Workforce 1 

Prepared statement of ............................................................................... 2 

Miller, Hon. George, senior Democratic member, Committee on Education 

and the Workforce ......................................................................................... 3 

Prepared statement of ............................................................................... 5 

Statement of Witnesses: 

Bond, Bill, former principal; specialist for school safety, National Association of Secondary School Principals ............................................................ 7 

Prepared statement of ............................................................................... 8 

Bontrager, Brett, senior vice president and group executive, Stanley 

Black & Decker Security Systems Division ................................................ 16 

Prepared statement of ............................................................................... 17 

Canady, Mo, executive director, National Association of School Resource 

Officers (NASRO) .......................................................................................... 10 

Prepared statement of ............................................................................... 12 

Ellis, Frederick E., director, office of safety and security, Fairfax County 

Public Schools, VA ........................................................................................ 22 

Prepared statement of ............................................................................... 24 

Osher, Dr. David, vice president, American Institutes for Research ........... 19 

Prepared statement of ............................................................................... 21 

Pompei, Vincent, school counselor .................................................................. 13 

Prepared statement of ............................................................................... 15 

Additional Submissions: 

Bonamici, Hon. Suzanne, a Representative in Congress from the State 

of Oregon, questions submitted for the record to: 

Mr. Bond .................................................................................................... 76 

Mr. Bontrager ............................................................................................ 77 

Mr. Canady ................................................................................................ 79 

Mr. Ellis ..................................................................................................... 80 

Dr. Osher ................................................................................................... 81 

Mr. Pompei ................................................................................................. 82 

Holt, Hon. Rush, a Representative in Congress from the State of New 

Jersey, questions submitted for the record to: 

Mr. Bond .................................................................................................... 76 

Mr. Bontrager ............................................................................................ 77 

Mr. Canady ................................................................................................ 78 

Mr. Ellis ..................................................................................................... 79 

Dr. Osher ................................................................................................... 80 

Mr. Pompei ................................................................................................. 81 

Hudson, Hon. Richard, a Representative in Congress from the State 

of North Carolina, questions for the record submitted to Mr. Canady .... 78 

Mr. Miller, statements for the record: 

The Council for Exceptional Children (CEC) and the Council for 

Children with Behavioral Disorders (CCBD) ...................................... 45 

The NAACP Legal Defense and Educational Fund, Inc. ....................... 47 

The National Disability Rights Network (NDRN) .................................. 51 

Mr. Osher: 

‘‘How Can We Improve School Discipline’’ .............................................. 55 

Statement: the Interdisciplinary Group on Preventing School and 

Community Violence .............................................................................. 66 
Page

IV 

Additional Submissions—Continued 

Wilson, Hon. Frederica S., a Representative in Congress from the State 

of Florida, questions submitted for the record to: 

Mr. Bond .................................................................................................... 76 

Mr. Bontrager ............................................................................................ 77 

Mr. Canady ................................................................................................ 78 

Mr. Ellis ..................................................................................................... 79 

Dr. Osher ................................................................................................... 80 

Mr. Pompei ................................................................................................. 82 

Responses to questions submitted from: 

Mr. Bond .................................................................................................... 82 

Mr. Bontrager ............................................................................................ 84 

Mr. Canady ................................................................................................ 85 

Mr. Ellis ..................................................................................................... 86 

Dr. Osher ................................................................................................... 89 

Mr. Pompei ................................................................................................. 91 
(1) 

PROTECTING STUDENTS AND TEACHERS: 

A DISCUSSION ON SCHOOL SAFETY 

Wednesday, February 27, 2013 

U.S. House of Representatives 

Committee on Education and the Workforce 

Washington, DC 

The committee met, pursuant to call, at 12:31 p.m., in room 

2175, Rayburn House Office Building, Hon. John Kline [chairman 

of the committee] presiding. 

Present: Representatives Kline, Wilson, Roe, Walberg, Salmon, 

Guthrie, DesJarlais, Rokita, Gowdy, Roby, Heck, Brooks, Hudson, 

Miller, Andrews, Scott, McCarthy, Tierney, Holt, Grijalva, 

Loebsack, Courtney, Yarmuth, Wilson, and Bonamici. 

Staff present: Katherine Bathgate, Deputy Press Secretary; 

James Bergeron, Director of Education and Human Services Policy; 

Cristin Datch, Professional Staff Member; Lindsay Fryer, Professional Staff Member; Barrett Karr, Staff Director; Nancy Locke, 

Chief Clerk/Assistant to the General Counsel; Krisann Pearce, 

General Counsel; Mandy Schaumburg, Education and Human 

Services Oversight Counsel; Dan Shorts, Legislative Assistant; Nicole Sizemore, Deputy Press Secretary; Alex Sollberger, Communications Director; Alissa Strawcutter, Deputy Clerk; Tylease Alli, 

Minority Clerk/Intern and Fellow Coordinator; Jeremy Ayers, Minority Education Policy Advisor; Meg Benner, Minority Education 

Policy Advisor; Kelly Broughan, Minority Education Policy Associate; Jody Calemine, Minority Staff Director; Tiffany Edwards, Minority Press Secretary for Education; Jamie Fasteau, Minority Director of Education Policy; Brian Levin, Minority Deputy Press Secretary/New Media Coordinator; Megan O’Reilly, Minority General 

Counsel; Rich Williams, Minority Education Policy Advisor; and 

Michael Zola, Minority Senior Counsel. 

Chairman KLINE. A quorum being present, the committee will 

come to order. 

I want to welcome everybody this afternoon to the hearing. A 

couple of administrative notes, we are starting late today because 

of the historic statue dedication, Rosa Parks, in Statuary Hall. So 

I appreciate the witnesses understanding of the change in time and 

my colleagues. 

Well again, thank you for joining us for what is an important 

hearing but one I wish weren’t tied frankly to such an awful event. 

Two months have passed since the Sandy Hook Elementary School 

tragedy. Families across America continue to grieve with the New-
2 

town community. The sorrow we felt on that day remains fresh in 

our minds and our hearts. 

No one in this room needs me to recount what happened on December 14th. Nor do you need a description of what happened in 

Paducah, Kentucky; Littleton, Colorado; or Blacksburg, Virginia. 

We saw the news coverage, we read the stories, we watched the 

interviews. 

While the initial shock may have begun to subside, the questions 

remain. Like many of you, I am angry that such a terrible act 

hasn’t come with an explanation. Without such answers, how can 

we work with states and schools to develop a solution that will help 

us move forward? How can we be confident something like this 

can’t happen again? 

The purpose of today’s hearing is not to assign blame. This isn’t 

about us. It isn’t about a press release or a bill introduction or a 

media opportunity. This is about students. Teachers. Families. 

Communities. This hearing is about learning what goes into protecting our schools and preventing violence. This is about ways we 

can work together to help students feel safe. 

Today’s hearing stems from a heartbreaking event, but in order 

to have a productive conversation, we must try to focus on matters 

under this committee’s jurisdiction. Members on both sides of the 

aisle have offered ideas about how to protect students in the classroom. The Obama administration has also put forth a series of proposals. 

Last week when I was in my district in Minnesota, I traveled, 

I went to schools, public and private, and had meetings with school 

leaders, the teachers’ unions, superintendents, school board members, and I discussed and looked at what they were doing and how 

they were addressing school safety—everything from lockdown procedures and locking doors, and I listened to their concerns. They 

have ideas; I am not sure they have solutions. 

Our witnesses today will share their experiences with policies 

and programs intended to secure schools. I propose we come together, just as the families are in every school district and community nationwide, to have a comprehensive discussion on school safety; one that explores policy ideas on state and local actions and will 

inform how we move forward. 

I would like to extend my sincere appreciation to our witnesses 

for joining us today. We have assembled a panel, a fantastic panel, 

that will offer valuable insight and help us understand what state 

and local school leaders go through as they work to keep schools 

safe. 

I would now recognize the distinguished senior democratic member, George Miller, for his opening remarks. 

[The statement of Chairman Kline follows:] 

Prepared Statement of Hon. John Kline, Chairman, 

Committee on Education and the Workforce 

Two months have passed since the Sandy Hook Elementary School tragedy. Families across America continue to grieve with the Newtown community. The sorrow 

we felt on that day remains fresh in our minds and hearts. 

No one in this room needs me to recount what happened on December 14. Nor 

do you need a description of what happened in Paducah, Kentucky; Littleton, Colorado; or Blacksburg, Virginia. We saw the news coverage, we read the stories, we 

watched the interviews. 
3 

While the initial shock may have begun to subside, the questions remain. Like 

many of you, I am angry that such a terrible act hasn’t come with an explanation. 

Without such answers, how can we work with states and schools to develop a solution that will help us move forward? How can we be confident something like this 

can never happen again? 

The purpose of today’s hearing is not to assign blame. This isn’t about us. It isn’t 

about a press release or a bill introduction or a media opportunity. This is about 

students. Teachers. Families. Communities. This hearing is about learning what 

goes into protecting our schools and preventing violence. This is about ways we can 

work together to help students feel safe. 

Today’s hearing stems from a heartbreaking event. But in order to have a productive conversation, we must try to focus on matters under this committee’s jurisdiction. Members on both sides of the aisle have offered ideas about how to protect students in the classroom. The Obama administration has also put forth a series of proposals. And our witnesses will share their experiences with policies and programs 

intended to secure our schools. 

I propose we come together, just as families are in every school district and community nationwide, to have a comprehensive discussion on school safety—one that 

explores policy ideas and state and local actions, and will inform how we move forward. 

I’d like to extend my sincere appreciation to our witnesses for joining us today. 

We have assembled a panel that will offer valuable insight and help us understand 

what state and local school leaders go through as they work to keep schools safe. 

I will now recognize my distinguished colleague George Miller, the senior Democratic member of the committee, for his opening remarks. 

Mr. MILLER. Thank you very much, Mr. Chairman, and thank 

you for agreeing to hold this hearing on such an important topic. 

The horrific events at Newtown, Connecticut shook our nation’s 

conscience and continue to do so today. Nothing can be more disturbing. Nothing can be more enraging, or more despairing than 

the mass execution of little children. 

To call what happened at Sandy Hook a tragedy is not to do it 

justice. It is beyond tragedy. We will forever search for the words 

that capture this event, the horror of this event, the grief of the 

families, the community, our nation is indescribable. 

It is an event that has finally pushed our country to a long overdue national debate about mental health, about gun violence, about 

the safety of our children. It is also an event that in its magnitude 

reminds us that violence against children is an everyday occurrence in this country. 

Entire classrooms were attacked at Sandy Hook, but children one 

by one are gunned down outside of schools in Chicago and in my 

congressional district. Children in Arizona or Indiana or South 

Carolina go to school every day worrying about the bullies and the 

harassment. 

Sandy Hook is an event that calls on us as policymakers to do 

something not just to prevent the next mass murder but to make 

sure that every school is genuinely a safe place. A school must be 

a place where children feel secure so that they can focus on learning, growing, and being kids. 

Stopping an outside intruder from attacking students is only the 

last line of defense when it comes to school safety. We need to recognize that violence or the fear of violence does not begin or end 

at the schoolhouse door nor does violence necessarily occur during 

normal school hours or from an outsider. We know children in 

many of the urban areas feel unsafe walking to or from school. 

Many students and teachers are aware of the threats of bullying 

on school property, not just during the school day, but during off 
4 

hour activities. A child is vulnerable on so many fronts; vulnerable 

from a madman with a gun, vulnerable from school employees 

whose criminal background has never been checked, vulnerable 

from fellow students whose mental health may have never been addressed, vulnerable to gangs who may have infiltrated the student 

body. 

With all of these vulnerabilities, our gut instinct may be to turn 

schools into bank vaults with each student as physically secure as 

gold in Fort Knox, but research is clear that simply turning schools 

into armed fortresses is not the answer nor is the answer to turn 

every potentially wayward student into a criminal suspect. 

School safety policies must not be driven by gut instincts but by 

sound evidence of what works. They require the comprehension 

and understanding of physical and emotional needs of students, not 

just the particular hardware or security procedures in a building. 

Part of the answer is providing better access to mental health 

services and anti-bullying interventions, and when problems do 

arise from students, disciplinary policies must be thoughtful and 

productive and foster trust between teachers and students. Part of 

the answer is recognizing that the emotional and physical needs of 

our children inside and outside of school is a shared responsibility. 

Keeping kids safe requires a coordinated effort from teachers, 

principals, superintendents, community partners, and parents, and 

protecting children from violence and freeing students to learn 

more means insuring the states, districts, schools, and communities 

have the resources and the support needed to implement the evidence-based approaches that are tailored to the unique needs of 

students in that area. Doing all this is a tall order, but to ask any 

parent waving goodbye to their son or daughter at the bus stop if 

there is a more important work than this. 

We place extraordinary responsibility on schools to meet academic, emotional, and physical needs of students. Educators repeatedly rise to the occasion. Among the heroes of Sandy Hook were a 

principal, a school psychologist, a classroom teacher who gave their 

lives to protect the young charges. We cannot ask them to stand 

alone. Schools cannot be expected to provide a quality education in 

a safe and secure environment for all of the children without support including from us in the Congress. 

So today, I hope we will look at what works for school safety, 

how we can provide a better support of what works; however, I 

want to make it clear when it comes to gun violence, the onus 

should not fall solely on schools to protect children. Any school 

safety changes in the wake of Sandy Hook must be implemented 

in tandem with comprehensive gun violence prevention. Common 

sense strategies are needed to keep guns out of the hands of those 

who intend harm. 

Once a madman with a gun shows up at a schoolhouse door or 

at an office or reception desk or at an Army base, our safety policies will have already failed. So what we are looking at today is 

only a small piece of puzzle, but it is an important piece. 

And I look forward to working with you, Mr. Chairman, and 

members of the committee on sensible steps to protect children 

from violence both inside and outside of the school, and I want to 

join you in thanking our witnesses. It is an incredible panel that 
5 

you have assembled for joining us today and we look forward to 

their testimony and their insights. Thank you. 

[The statement of Mr. Miller follows:] 

Prepared Statement of Hon. George Miller, Senior Democratic Member, 

Committee on Education and the Workforce 

Chairman Kline, thank you for agreeing to hold this important hearing. 

The horrific event in Newtown, Connecticut shook our nation’s conscience and 

continues to do so today. Nothing can be more disturbing, nothing can be more enraging or more despairing than the mass execution of little children. 

To call what happened at Sandy Hook a tragedy is to not do it justice. It is beyond 

tragedy. We will forever search for the word that captures this event. The horror 

of the event, the grief of the families, the community, and our nation is indescribable. 

It is an event that has finally pushed our country into a long overdue national 

debate about mental health, about gun violence, and about the safety of our children. It is also an event that, in its magnitude, reminds us that violence against 

children is an everyday occurrence in this country. Entire classrooms were attacked 

at Sandy Hook. 

But children, one by one, are gunned down outside of school in Chicago and in 

my congressional district. Children in Arizona, or Indiana, or South Carolina, go to 

school every day worrying about bullies and harassment. 

Sandy Hook is an event that calls on us as policymakers to do something—not 

just to prevent the next mass murder but to make sure every school is a genuinely 

safe place. A school must be a place where children feel secure so that they can 

focus on learning, growing, and being kids. 

Stopping an outside intruder from attacking students is only the last line of defense when it comes to school safety. 

We need to recognize that violence—or the fear of violence—does not begin or end 

at the school house door. Nor does violence necessarily occur during normal school 

hours or from an outsider. We know children in many urban areas feel unsafe walking to and from school. Many students and teachers are aware of threats of bullying 

on school property, not just during the school day, but during off-hour activities. 

A child is vulnerable on so many fronts: 

• Vulnerable to a mad man with a gun. 

• Vulnerable to a school employee whose criminal background was never checked. 

• Vulnerable to a fellow student whose mental health issues are never addressed. 

• Vulnerable to gangs who may have infiltrated the student body. 

With all of these vulnerabilities, our gut instinct may be to turn schools into bank 

vaults, with each student as physically secure as the gold in Fort Knox. And yet 

research is clear that simply turning schools into armed fortresses is not the answer. Nor is the answer to turn every potentially wayward student into a criminal 

suspect 

School safety policies must not be driven by gut instincts, but by sound evidence 

of what works. They require a comprehensive understanding of the physical and 

emotional needs of students, not just the particular hardware and security procedures in a building. 

Part of the answer is providing better access to mental health services and antibullying interventions. And when problems do arise from students, disciplinary policies must be thoughtful and productive and foster trust between teachers and students. Part of the answer is recognizing that the emotional and physical needs of 

our children inside and outside of school is a shared responsibility. 

Keeping kids safe requires a coordinated effort from teachers, principals, superintendents, community partners, and parents. And protecting children from violence 

and freeing students to learn means ensuring that states, districts, schools and communities have the resources and supports needed to implement evidence-based approaches that are tailored to the unique needs of students in that area. 

Doing all of this is a tall order. But ask any parent waving good-bye to their son 

or daughter at the bus stop if there is more important work than this. We place 

extraordinary responsibility on schools to meet the academic, emotional and physical needs of students. 

Educators repeatedly rise to the occasion. Among the heroes of Sandy Hook were 

a principal, a school psychologist, and classroom teachers who gave their lives to 

protect their young charges. We cannot ask them to stand alone. Schools cannot be 

expected to provide a quality education and a safe, secure environment for all children without support, including from us in Congress. 
6 

So today, I hope we’ll look at what works for school safety and how we can provide 

better support for what works. However, I want to make clear that, when it comes 

to gun violence, the onus should not fall solely on schools to protect children. 

Any school safety changes in the wake of Sandy Hook must be implemented in 

tandem with comprehensive gun violence prevention. Commonsense strategies are 

needed to keep guns out of the hands of those who intend harm. 

Once a mad man with a gun shows up at the school house door, or at an office 

reception desk, or on an army base, our safety policies will have already failed. So 

what we are looking at today is only a small piece of the puzzle. But it is an important piece. 

I look forward to working with Chairman Kline and members of this committee 

on sensible steps to protect children from violence, both inside and outside of school. 

And I thank all the witnesses for appearing today. I look forward to your testimony. 

I yield back. 

Chairman KLINE. I thank the gentleman. 

Pursuant to committee Rule 7C, all committee members will be 

permitted to submit written statements to be included in the permanent hearing record. And without objection, the hearing record 

will remain open for 14 days to allow statements, questions for the 

record, and other extraneous material referenced during the hearing to be submitted in the official hearing record. 

It is now my pleasure to introduce our very distinguished panel 

of witnesses. 

First, Mr. Bill Bond serves as a school safety specialist for the 

National Association of Secondary School Principals. He served as 

principal of Heath High School in Paducah, Kentucky at the time 

a school shooting tragedy occurred at Heath. 

Mr. Mo Canady serves as executive director for the National Association of School Resource Officers and is past president of the 

Alabama Association of School Resource Officers. 

Mr. Vinnie Pompei is a school counselor in Val Verde Unified 

School District located in Merino Valley, California. He is the president-elect of the California Association of School Counselors. 

And now I would like to turn to my colleague, a new member of 

the committee, Mrs. Brooks, to introduce our next witness, turns 

out, from her home district. 

Mrs. Brooks? 

Mrs. BROOKS. Thank you, Mr. Chairman. 

I have the privilege of introducing someone who brings valuable, 

real-world experience. That is Mr. Brent Bontrager. He is a senior 

vice president and group executive for Stanley Security Solutions, 

a division of Stanley Black & Decker located in Fishers, Indiana 

with other facilities throughout my district, and they do focus on 

such issues as security site surveys, they have worked mass notification systems, lock down solutions. They have worked with over 

10,000 schools throughout the country, and I am honored that he 

is here today. 

Chairman KLINE. Thank you. We are honored that he is here 

today as well. 

Dr. David Osher is the vice president in the Education, Human 

Development, and the Workforce Program and co-director of the 

Human and Social Development Program at the American Institutes for Research. 
7 

And Mr. Fred Ellis is the director of Office of Safety and Security 

with the Fairfax County Public Schools in Fairfax, Virginia. He is 

a retired major with the Fairfax County Police Department. 

Welcome, all. 

Before I recognize each of you to provide your testimony, let me 

briefly explain our lighting system. It is pretty sophisticated. You 

will each have 5 minutes to present your testimony. When you 

begin, the light in front of you will turn green. When 1 minute is 

left, the light will turn yellow. When your time is expired, the light 

will turn red; pretty sophisticated. 

However, the trick comes in in recognizing that red light. When 

the red light comes on, I would ask you to wrap up your remarks 

as best you are able. After everyone has testified, members will 

each have 5 minutes to ask questions of the panel. While I am reluctant to drop the gavel after the light turns red for the witness, 

I will because we are pretty pressed for time today. 

As sort of an administrative announcement, I have been advised 

by the majority leader’s office that we are probably going to expect 

votes around 2:15 or 2:30, so we are going to try to keep this moving along, and I would remind my colleagues that we also are limited to 5 minutes, and I will be less reluctant to tap the gavel and 

keep that moving. 

I would now like to recognize Mr. Bond for 5 minutes. Your 

microphone, please. Thank you. 

STATEMENT OF BILL BOND, SCHOOL SAFETY SPECIALIST, 

NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS 

Mr. BOND. Chairman Kline, Ranking Member Miller, and members of the committee, thank you for inviting me here today to testify on how we can better protect our students, teachers, and staff. 

My name is Bill Bond, I am the former principal of Heath High 

School in Paducah, Kentucky. When I was the principal of the high 

school, I had the first of the high-profile school shootings, and I had 

eight kids shot and three girls died. The student had five guns and 

1,000 rounds of ammunition. 

That event profoundly transformed everyone involved and the experience prompted me to reach out to other schools that are going 

through the same situation. After the students who were freshman 

at the time of the incident graduated, I retired from the 

principalship, and for the past 12 years have served as a safe 

school specialist for the National Association of Secondary School 

Principals. 

The shooting at my school was the first high-profile mass school 

shooting, and it was followed rapidly by several others. In working 

with NASSP, I have assisted 12 other schools where kids have 

died. My role is to focus the principal on the decisions they will 

need to make to get the school back functioning and to be a resource and to assure them that they are on the right path, and to 

help with the flood of media and to respond immediately to the 

word of a tragedy and to just let them deal with the crush of media 

that they are not used to dealing with. I often say to principals, if 

you have 12 microphones, you had a bad day. 

To be effective, schools must operate and be perceived as safe havens. When parents send their kids to school, they believe that the 
8 

school has thought of and planned for every possible situation, and 

that is a reasonable expectation for parents, but it is very hard to 

meet. 

To be prepared, principals must meet with local responders; police, firemen, ambulance drivers, transportation, and define everyone’s role and to examine the traffic flow around the buildings to 

see where emergency entrance is for vehicles, buses, so forth. They 

need to create lockdown procedures, evacuation procedures, unification procedures. 

The good news is that most schools have done this, but the document must be a living document. Very often they are mandated to 

do this by the state, they do it, and they don’t look at the document 

again. It has to be a living document that is constantly evolved and 

changed. 

Communicating with teachers and staff and parents is the hardest part during a crisis, but it is the most important part in the 

recovery process. Angry, uninformed parents will break any crisis 

plan, but most plans were written the months following Columbine 

when expectations for communications were different. 

Most schools have not gone back to update that part of the plan; 

to give just one example when a high school student was shot a few 

months ago on the first day of school in Maryland, parents got the 

word from their kids so fast they actually showed up before the police. 

That is not a situation you want during a crisis, but it shows 

that parents expect instant communication. When they hear nothing from the school they get anxious, they fill that gap of information from the news, from text, from their kids, from rumors, from 

social media, and the information may not be correct. 

Parents want to know two things. Is my child okay? And when 

can I pick my child up? As we go through this about talking about 

safe schools, I have talked only about school shootings, but we are 

talking about all issues that could happen in a school, tornadoes, 

earthquakes; any disaster affects kids, affects those students, and 

affects those parents. Thank you. 

[The statement of Mr. Bond follows:] 

Prepared Statement of Bill Bond, Former Principal; Specialist for 

School Safety, National Association of Secondary School Principals 

Chairman Kline, Ranking Member Miller, and members of the committee, thank 

you for inviting me here today to discuss school safety and how we can better protect our students, teachers, and staff. My name is Bill Bond, and I am the former 

principal of Heath High School in Paducah, KY. In December 1997, one of my own 

students brought 5 guns and 1,000 rounds of ammunition into the school and shot 

8 students; 3 girls were killed. That event marked a profound transformation for 

everyone involved. And that experience prompted me to reach out to other schools 

that were going through the same situation. After the students who were freshman 

at the time of the incident graduated, I retired from the principalship. For the past 

12 years, I have served as the specialist for school safety at the National Association 

of Secondary School Principals (NASSP). 

The shooting at my school was the first of the high-profile mass school shootings. 

It was followed rapidly by several others. In working with NASSP, I’ve assisted at 

12 other schools where kids have died. My role is to focus the principal on the decisions they’ll need to make to get the school back up and functioning—to be a resource and reassure them that they’re on the right path. And to help with the flood 

of media that respond immediately to word of a tragedy. I often tell audiences: 

what’s the definition of a bad day for a principal? More than 12 microphones. 
9 

To be effective, schools must be operated and perceived as safe havens. When parents send their kids to school, they believe the school has thought of and planned 

for every possible situation—and that’s a reasonable expectation, but one that’s very 

hard to meet. 

So to be prepared, the principal must meet with local responders—police, firemen, 

ambulance drivers—and the district transportation to look at facilities, define people’s roles and examine how the traffic flows around the school. They need to create 

lockdown procedures, and evacuation and reunification procedures. Now, the good 

news is that most everyone has a good crisis plan that includes these things. But 

that plan must be a living document—it must be adjustable. One huge area where 

most plans have not adjusted is in the area of crisis communications. 

Communicating with teachers, staff, and parents is the hardest part of a crisis, 

but it is extremely important and it’s the key to recovery. Angry, uninformed parents will break any crisis plan. But most plans were written in the months following 

the Columbine shooting in April 1999, when expectations for communication were 

different. Most schools have not gone back to update that part of the plan. To give 

just one example, when a high school student was shot a few months ago on the 

first day of school in Maryland, parents got word from their kids so fast they actually showed up before the police. That’s not a situation you want, but it shows that 

parents expect instant communication today. When they hear nothing from the 

school, they get anxious and they fill that gap with other information—from the 

news, texts from their kids, the rumor mill, and social media. That information may 

not be correct. Parents want to know two things. Is my child ok? And when can I 

get him? And the more parents can hear from the school that at least makes 

progress toward those answers, the more it relieves their emotions. 

Security Procedures and Equipment 

I’m often asked if school shootings can be prevented with more security—cameras 

and metal detectors, and the like. While they may deter some intruders and prevent 

more weapons from entering our schools, that equipment can only go so far. If they 

really want to, kids will find a way around all your security equipment. It’s based 

on the notion that: ‘‘We can deter you because our force is greater than your force 

and we will ultimately imprison you or we will kill you.’’ But that was not a deterrent in most of the school shootings that have occurred since Paducah. Those kids 

already made the decision to die on that day, so rational deterrents had no effect 

on them. Your best protection is a trusting relationship between adults and students 

that encourages kids to share responsibility for their safety and share information. 

Kids very often know what’s going on in the school and what might cause a crisis. 

So information from students is more valuable than any camera or locked door. And 

kids will give that information to an adult they know well and trust. If they don’t 

trust you and someone is planning something destructive, it’s difficult to avoid the 

tragedy. It’s a matter of how many will be killed before he stops or kills himself. 

School Resource Officers 

The presence of a school resource officer (SRO) can be beneficial to the school. An 

SRO is a law enforcement officer who is also specially trained in working with students in a school environment. Yes, the SRO is armed, but the benefit of the SRO 

has little to do with the gun on his hip. The SRO is an active member of the school 

community and serves as part of the school leadership team. In many cases, the 

SRO assists the school in crisis planning and personalizing the district’s emergency 

management plan to that school. They assist in training staff and conducting 

walkthroughs of the emergency management plan and lockdown drills. Some teach 

classes on the law and drug and alcohol prevention. But the most important SRO 

function is to build trusting relationships with the students. The school resource officer can (and should) be another adult in the building who will be an advocate for 

the students and help to personalize the learning experience for those students. 

Again, students are much more inclined to come forward with information about potential threats if that relationship is in place. 

Mental Health 

Most educators, particularly principals and teachers, are able to recognize in troubled students the signs and symptoms that are known to lead to violent behavior, 

and pinpoint interventions working with their colleagues in mental health. More 

and more, principals are identifying students who may need intervention in the earliest grades, often with an overwhelming number of cases as early as kindergarten. 

Unfortunately, principals and other school personnel find themselves hampered by 

inefficient systems that prevent them from helping students and families access appropriate mental health and well-being services. Principals need to be able to maintain relationships that are essential to keeping students safe, and they must be able 
10 

to hire appropriate mental health personnel in the school, such as guidance counselors, psychologists, and social workers. 

Sadly, there is no simple solution to this complex problem of violence directed at 

schools, regardless of whether the perpetrator is a student or an outsider. But we 

know that there is something schools and communities can do. It has been identified 

time and again by the Secret Service, the FBI, and numerous researchers: The most 

effective way to prevent acts of violence targeted at schools is by building trusting 

relationships with students and others in the community so that threats come to 

light and can be investigated as appropriate. The solution is a matter of school culture. It’s a matter of community engagement. It’s a matter of public health. The real 

solution is multifaceted and complex, but as each act of violence on a school reminds 

us, it is work we must undertake. 

Chairman KLINE. Thank you, Mr. Bond. 

Mr. Canady? 

STATEMENT OF MO CANADY, EXECUTIVE DIRECTOR, 

NATIONAL ASSOCIATION OF SCHOOL RESOURCE OFFICERS 

Mr. CANADY. Chairman Kline, Ranking Member Miller, and 

members of the committee, thank you for inviting me to testify on 

behalf of the National Association of School Resource Officers. 

It is my honor to serve as the executive director for this outstanding group of law enforcement and education professionals. 

NASRO is a not-for-profit association founded in 1991 with a solid 

commitment to our nation’s youth. 

NASRO is comprised of school-based law enforcement officers, 

school administrators, and school security and safety professionals 

working as partners to protect students, faculty, and staff and their 

school community. 

The school resource officer refers to a commissioned law enforcement officer selected, trained, and assigned to protect and serve the 

education environment. I cannot emphasize enough how critical it 

is for officers to be properly selected and properly trained to function in the school environment. This is always a factor in the success or failure of the SRO program. 

The SRO program is most effective when it is built on the foundation of interagency collaboration. There should always be a formal memorandum of understanding between the law enforcement 

agency and the school district. The role of the SRO should be based 

on the Triad concept of school-based policing. 

This encompasses the strategies of law enforcement and formal 

counseling and education. A typical day for an SRO may include 

traffic direction, problem solving with a student, or making a presentation on distracted driving to a classroom of high school students. 

Relationship building is certainly an important factor in the success of an SRO program. The SRO must strive to build positive 

working relationships with the school administration. One way of 

helping to build these relationships can be through the SRO’s role 

on the school safety team. 

Properly trained SRO’s are prepared to be a member of safety 

teams and can also take a leadership role in helping to develop 

teams where none exist. 

I spent nearly half of my law enforcement career in school-based 

policing. It was without a doubt, the most rewarding period of my 

career. It was more than just a job. It became my life’s work. I de-
11 

veloped positive relationships with administrators, faculty members, students, and parents. 

I became an integral part of the Hoover City Schools District Crisis Team. By being a part of the school safety team, the SRO becomes fully engaged in crisis planning to include prevention, preparedness, response, and recovery. SROs can provide value to the 

written plans for a school district. They can also assist with campus site assessments as well as conducting safety drills. 

The aspect of recovery was one that I had not given a great deal 

of thought to during the early phase of my career in school-based 

law enforcement. It was not until the days following November 19, 

2002, that it became clear to me the importance of the role that 

a school resource officer can play in the recovery portion of a critical incident. 

The unthinkable had happened at our largest high school. One 

student had taken the life of another in the hallway during the 

change of class periods. This resulted in a very large crime scene 

that took some time to secure. The students had to remain in a 

modified lockdown for several hours. We all knew that this was 

putting quite a burden on teachers in particular, however they did 

exactly what they were supposed to do as they had been trained. 

The principal asked me to join him in a faculty meeting after the 

students were released. I took the opportunity to praise the staff 

for their good work. One of the reasons that faculty members were 

so well-prepared for an incident such as this was due to the 

school’s commitment to maintaining a solid school safety team. 

I believe that this faculty meeting was actually the beginning of 

the recovery process. Plans were developed for the next day. We 

thought that our most important job on November 20 would be to 

keep this from happening again, to keep weapons out of school, to 

make sure that no retaliation occurred. 

While all of these things were important, it paled in comparison 

to the need of the student body to be comforted and reassured. The 

need for trusted and caring adults became the more important 

issue in this recovery process. 

The school resource officers were certainly still focused on security, but we were most definitely more engaged in the mental and 

emotional recovery process. 

The reason for this is because we were much more than just a 

law enforcement presence. We were trusted adults and we helped 

to make a difference in the lives of children during the days prior 

to and most definitely following November 19, 2002. 

Trained and committed police officers are well-suited to effectively protect and serve the school community. School resource officers contribute too by ensuring a safe and secure campus, educating students about law related topics, and mentoring students 

as informal counselors or role models. 

Over the last 23 years of the National Association of School Resource Officers has become the world leader in school-based policing. We have trained thousands of officers based on the Triad 

model of school-based policing and these officers are having a positive impact on the lives of children every day. Thank you. 

[The statement of Mr. Canady follows:] 
12 

Prepared Statement of Mo Canady, Executive Director, 

National Association of School Resource Officers (NASRO) 

Chairman Kline, Ranking Member Miller, and members of the Committee: Thank 

you for inviting me to testify on behalf of the National Association of School Resource Officers. It is my honor to serve as the Executive Director for this outstanding group of law enforcement and education professionals. NASRO is a notfor-profit association founded in 1991 with a solid commitment to our nation’s youth. 

NASRO is comprised of school-based law enforcement officers, school administrators 

and school security and safety professionals working as partners to protect students, 

faculty and staff, and their school community. The ‘‘school resource officer’’ (SRO) 

refers to a commissioned law-enforcement officer selected, trained and assigned to 

protect and serve the education environment. I cannot emphasize enough how critical it is for officers to be properly selected and properly trained to function in the 

school environment. This is always a factor in the success or failure of the SRO program. 

The SRO program is most effective when it is built on the foundation of interagency collaboration. There should always be a formal memorandum of understanding between the law enforcement agency and the school district. The role of 

the SRO should be based on the triad concept of school based policing. This encompasses the strategies of law enforcement, informal counseling and education. A typical day for an SRO may include traffic direction, problem-solving with a student 

or making a presentation on distracted driving to a classroom of high school students. 

Relationship building is certainly an important factor in the success of an SRO 

program. The SRO must strive to build positive working relationships with the 

school administration. One way of helping to build these relationships can be 

through the SROs role on the school safety team. Properly trained SRO’s are prepared to be a member of safety teams and can also take a leadership role in helping 

to develop teams where none exist. 

I spent nearly half of my law enforcement career in school based-policing. It was 

without a doubt the most rewarding period of my career. It was more than just a 

job. It became my life’s work. I developed positive relationships with administrators, 

faculty members, students and parents. I became an integral part of the Hoover 

City Schools District Crisis Team. By being a part of a school safety team, the SRO 

becomes fully engaged in crisis planning to include Prevention, Preparedness, Response and Recovery. SRO’s can provide value to the written plans for a school district. They can also assist with campus site assessments as well as conducting safety drills. 

The aspect of ‘‘Recovery’’ was not one that I had given a great deal of thought 

to during the early phase of my career in school-based law enforcement. It was not 

until the days following November 19, 2002 that it became clear to me the importance of the role that a school resource officer can play in the recovery portion of 

a critical incident. The unthinkable had happened at our largest high school. One 

student had taken the life of another in the hallway during the change of class periods. 

This resulted in a very large crime scene that took some time to secure. The students had to remain in a modified lockdown for several hours. We all knew that 

this was putting quite a burden on teachers in particular. However, they did exactly 

what they were supposed to do, as they had been trained. The principal asked me 

to join him in a faculty meeting after the students were released. I took the opportunity to praise the staff for their good work. One of the reasons that faculty members were so well prepared for an incident such as this, was due to the schools commitment to maintaining a solid school safety team. 

I believe that this faculty meeting was actually the beginning of the recovery process. Plans were developed for the next day. We thought that our most important 

job on November 20th would be to keep this from happening again. To keep weapons out of the school. To make sure that no retaliation occurred. While all of those 

things were important, it paled in comparison to the need of the student body to 

be comforted and reassured. The need for trusted and caring adults became the 

more important issue in this recovery process. The school resource officers were certainly still focused on security but we were most definitely more engaged in the 

mental and emotional recovery process. The reason for this is because we were 

much more than just a law enforcement presence. We were trusted adults and we 

helped to make a difference in the lives of children during the days prior to and 

most definitely following November 19, 2002. 

Trained and committed police officers are well-suited to effectively protect and 

serve the school community. School resource officers contribute by ensuring a safe 
13 

and secure campus, educating students about law-related topics, and mentoring students as informal counselors and role models. Over the last 23 years, the National 

Association of School Resource Officers has become the world leader in school based 

policing. We have trained thousands of officers based on the Triad model of school 

based policing and these officers are having a positive impact on the lives of children every day. 

Chairman KLINE. Thank you. 

Mr. Pompei, you are recognized for 5 minutes. 

STATEMENT OF VINCENT POMPEI, SCHOOL COUNSELOR, 

VAL VERDE UNIFIED SCHOOL DISTRICT 

Mr. POMPEI. My name is Vincent Pompei. I am a school counselor in southern California. I started out as a middle school teacher and became a school counselor to pursue my passion—making 

school a safe and inclusive place for every student. 

My story is the story of millions of students across America. By 

5th grade, I had been targeted and labeled as gay. I was teased, 

pushed, spit on, knives were pulled on me, my bike was stolen. I 

became depressed, considered dropping out of school, and by 11th 

grade, had already attempted suicide twice. 

My teachers looked on as I endured bullying and homophobic 

slurs. I honestly don’t think they knew how to intervene appropriately. I didn’t feel safe, because I wasn’t safe. 

I desperately needed an adult I could trust, but it was far too 

risky to seek out support. And I had no idea how to go about finding help; there was no information, not even a sticker or poster 

with a phone number to call. 

All through those years, I searched and prayed for just one person to make me feel safe. I never found that person during those 

years, but it drove me to want to become a teacher, and then a 

school counselor, to be that person for my students. 

Mass shootings like the one at Sandy Hook Elementary School 

make headlines, but they are rare. Students are far more likely to 

encounter gang violence, bullying, and harassment in everyday life. 

They need access to counseling, support, and other mental-health 

services to cope with those kinds of experiences and much more. 

For example, when dad is beating mom, when they become homeless, when they are thinking of dropping out, when their parents 

are deported. 

By now, caseloads have grown so much that counselors have no 

time to put out fires when we should be preventing them from igniting in the first place. The situation is the same for school 

nurses, psychologists, social workers, and other school-based mental health professionals. 

The recommended ratio for school students to counselors is 250:1. 

In California, where I live, the ratio is more than 1,000:1; a caseload not even Superman could handle. In Minnesota, it is nearly 

800:1 and nationwide, nearly 500:1. 

For some of our students, especially the most vulnerable, the resulting loss of services will have lifelong consequences. In the short 

run, an emotional wound may be less visible than a physical injury. 

Over the long run, it can fester and become crippling, like a cut in 

the skin or a broken bone that is not cared for properly. 
14 

Meanwhile, evidence mounts that mental well-being and academic success go hand in hand. A recent meta-analysis of schoolbased social and emotional learning programs—more than 270,000 

K-12 students were involved—showed participation in such programs improved grades and standardized test scores by 11 percentile points, compared to the control groups. 

When students feel safe and connected at school, they are more 

likely to learn. Yet most educators get no training—we call it ‘‘professional development,’’—in what it takes to create a school climate 

that nourishes the mental well-being as well as academic success. 

If our nation is serious about keeping students safe, that has got 

to change. We must do more than react after the damage has been 

done. We must invest in professional development that acknowledges the need for preventive care; a healthy, safe, and inclusive 

school. 

Every member of the school staff needs to know the basics. Who 

is statistically most likely to be the target of bullying, harassment, 

or violence? What to expect when a kid has a traumatic experience—whether it is a hurricane, violence at home, a shooting, or 

bullying. How to counsel and change the behavior of those who 

bully or those who behave violently. 

Every member of the school staff must be equipped to respond 

appropriately and effectively to students who is troubled or potentially violent. Instead of playing a guessing game, it should be routine for educators to receive instruction in creating a healthy, safe, 

and inclusive school climate; just as it is routine to receive instruction on first aid for cuts and bruises, and what to do when someone 

chokes on a piece of food, or struggles to learn algebra. 

Instead of standing silently by when students shun or ridicule 

someone who is different, school staff should lead by example. Embrace diversity. Address problems before they escalate. Show students how to resolve conflict in non-violent ways using researchproven strategies. 

In short, we need to take teaching students to be good citizens 

as seriously as we take academics. To help keep schools and students safe, we must encourage professional development in cultural 

competence, conflict management, and anti-bullying initiatives. 

Above all, America must act on what we know to be true. Our 

mental health system is broken and underfunded. Between 2009 

and 2012, the states slashed mental-health spending by $4.3 billion; the largest reduction since de-institutionalization in the 1960s 

and 1970s. 

Now, there is widespread agreement that mental-health services 

need to be expanded and improved. To keep our students safe, we 

have got to act on what research shows—mental well-being is critical to academic success. We have got to provide visible signs that 

school is a safe place not for just some, but for all. We have got 

to spend more, not less, to educate and care for the whole child. 

On behalf of all school-based mental-health professionals, I thank 

you for this opportunity to present this testimony. Thank you. 

[The statement of Mr. Pompei follows:] 
15 

Prepared Statement of Vincent Pompei, School Counselor 

My name is Vincent Pompei. I am a school counselor in southern California. I 

started out as a middle school teacher and became a school counselor to pursue my 

passion: making school a safe and inclusive place for every student. 

My story is the story of millions of students all across America. 

By 5th grade, I had been targeted and labeled as gay. I was teased, pushed, and 

spit on. Knives were pulled on me and my bike was stolen. I became depressed, considered dropping out, and by the 11th grade, had already attempted suicide twice. 

My teachers looked on as I endured bullying and homophobic slurs. I honestly 

don’t think they knew how to intervene appropriately. 

I didn’t feel safe—because I wasn’t. 

I desperately needed an adult I could trust, but it was far too risky to seek out 

support. And I had no idea how to go about finding help—there was no information, 

not even a sticker or poster with a phone number to call. 

All through those years, I searched and prayed for just one person to make me 

feel safe. I never found that person during those years, but it drove me to want to 

become a teacher, and then a school counselor—to become that person for my students. 

Mass shootings like the one at Sandy Hook Elementary School make headlines, 

but they are rare. Students are far more likely to encounter gang violence, bullying, 

and harassment in everyday life. They need access to counseling, support, and other 

mental-health services to cope with those kinds of experiences and much more—for 

example, when Dad is beating Mom, when they become homeless, when they’re 

thinking of dropping out, when a parent is deported. 

But now, caseloads have grown so much that counselors only have time to put 

out fires—when we should be preventing fires from igniting in the first place. The 

situation is the same for nurses, psychologists, social workers, and other schoolbased mental health professionals. 

The recommended ratio of students to counselors is 250-to-1. In California, where 

I live, the ratio is more than 1,000-to-1—a caseload not even Superman could handle! In Minnesota, it’s nearly 800-to-1 and nationwide, nearly 500-to-1. (Source: 

American School Counselor Association). 

For some of our students, especially the most vulnerable, the resulting loss of 

services will have lifelong consequences. In the short run, an emotional wound may 

be less visible than a physical injury. Over the long run, it can fester and become 

crippling, like a cut in the skin or a broken bone that is not cared for properly. 

Meanwhile, evidence mounts that mental well-being and academic success go 

hand in hand. A recent meta-analysis of school-based social and emotional learning 

programs—more than 270,000 K-12 students were involved—showed participation 

in such programs improved grades and standardized test scores by 11 percentile 

points, compared to control groups. (Source: National Association of School Psychologists) 

When students feel safe and connected at school, they are more likely to learn. 

Yet most educators get no training—we call it ‘‘professional development’’—in what 

it takes to create a school climate that nourishes mental well-being as well as academic success. 

If our nation is serious about keeping students safe, that has got to change. We 

must do more than react after the damage has been done. We must invest in professional development that acknowledges the need for ‘‘preventive care’’—a healthy, 

safe, and inclusive school climate. 

Every member of the school staff needs to know the basics: Who is statistically 

most likely to be a target of bullying, harassment, or violence. What to expect when 

a kid has a traumatic experience—whether it’s a hurricane, violence at home, a 

shooting at school, or bullying. How to counsel and change the behavior of bullies 

or those who behave violently. 

Every member of the school staff must be equipped to respond appropriately and 

effectively to a student who is troubled or potentially violent. Instead of playing 

guessing games, it should be routine for educators to receive instruction in creating 

a healthy, safe, and inclusive school climate—just as it is routine to receive instruction in first aid for cuts and bruises, in what to do when someone chokes on a piece 

of food or struggles to learn algebra. 

Instead of standing silently by when students shun or ridicule someone who is different, school staff should lead by example. Embrace diversity. Address problems before they escalate. Show students how to resolve conflicts in non-violent ways using 

research-proven strategies. 

In short, we need to take teaching students to be good citizens as seriously as we 

take academics. 
16 

To help keep schools and students safe, we must encourage professional development in cultural competence, conflict management, and anti-bullying initiatives. 

Above all, America must act on what we know to be true. Our mental health system is broken and underfunded. Between 2009 and 2012, the states slashed mentalhealth spending by $4.3 billion—the largest reduction since de-institutionalization 

in the 1960s and 70s. (Source: National Association of State Mental Health Program 

Directors) 

Now, there’s widespread agreement that mental-health services need to be expanded and improved. 

To keep our students safe, we’ve got to act on what the research shows: mental 

well-being is critical to academic success. We’ve got to provide visible signs that 

school is a safe place not just for some, but for all. We’ve got to spend more, not 

less, to educate and care for the whole child. 

On behalf of all school-based mental-health professionals, I thank you for the opportunity to present this testimony. 

Chairman KLINE. Thank you, sir. 

Mr. Bontrager, you are recognized for 5 minutes. 

STATEMENT OF BRETT BONTRAGER, SENIOR VICE PRESIDENT 

AND GROUP EXECUTIVE, STANLEY BLACK & DECKER 

Mr. BONTRAGER. Mr. Chairman, Ranking Member Miller, and 

distinguished Members of the Committee, thank you for the opportunity to testify today on the critical issue of school safety. My 

name is Brett Bontrager. I am the Senior Vice President and 

Group Executive of Stanley Security Solutions, which is a division 

of Stanley Black & Decker. 

Stanley Security Solutions is headquartered in Indianapolis in 

Congresswoman Brooks’ congressional district. While many of you 

know Stanley Black & Decker for its construction and do-it-yourself 

products, our company has also been in the security business for 

many decades. 

It is because of this expertise, decades of school experience, and 

the proximity of our world headquarters in Connecticut, in relation 

to the tragedy in Newtown, that led us to be able to immediately 

play a role in helping the students and faculty of Sandy Hook. 

After the decision was made by the town to move the students 

to a decommissioned school, Chalk Hill, our team was called in to 

perform a comprehensive security survey and determine what was 

needed in the building to allow the students to move in and be safe 

and we subsequently installed certain products and services to do 

just that. 

While there is certainly some information on Web sites and in 

other literature regarding school safety, and products do exist and 

are on the market to secure our nation’s schools, we have not been 

able to find in our research a Web site or other single source of information that comprehensively integrates all security needs together. 

For school administrators, board of education members, and superintendents, the daily challenges that come with educating our 

children and running a school district are all-consuming. Today, 

these same officials are being asked to become experts in security 

and it is important to know they don’t have to be. 

So what is school safety? Certainly, no single lock or system. Instead, a comprehensive, integrated security package, and long-term 

roadmap should be designed and implemented at each school, 
17 

which would take into account the unique physical nature of that 

particular school. 

Upon completion of the site evaluation and risk assessment, decisions must be then made on the level of security needed, but at its 

core, the integrity of the mechanical solution must be maintained. 

By levels of security, I am referring to security products that range 

from essential hardware and mechanical access equipment to wireless situational awareness monitoring and every solution in between. 

One clear trend that security providers see is the strong need to 

tie mass notification via an intercom system to a school’s access 

control, intrusion monitoring system, and security cameras. This 

allows for coordination and visibility for response teams both inside 

the school as well as from local law enforcement or fire personnel 

in the case of an emergency. Lack of integration with the local first 

responder team can be a critical flaw in the school security process. 

One specific example of a school district where we have worked 

with the administration to customize the best solutions is one of 

the largest school districts in Louisiana which included 6,000 employees, 42,000 students from pre-K to 12th grade, and 66 different 

schools. 

The district encompassed urban centers, suburban neighborhoods, rural towns, and communities. In reviewing efficiencies and 

cost saving measures, the district determined that several of their 

high school campus locations were underutilized. It was decided 

that to fully utilize their available space and to reduce overhead 

costs, each facility would integrate seventh and eighth graders. 

This idea however did not come without security challenges. It 

was important that each of these locations be able to isolate or 

limit the interaction between younger and older students. The 

school facilities on average were 60 years old and not built with security in mind. 

There were too many ways that unauthorized individuals could 

enter and leave. Every school in the system presented its own set 

of challenges. You will see a one-size-fits-all approach is neither 

practical or recommended. 

This hearing has started what we think should be a continued 

national conversation on school security and safety that includes 

experts from the field and school officials in order to learn the best 

ways to protect our schools. 

With that, Mr. Chairman, I applaud you and the Committee for 

taking a leadership role on this critical issue of school safety. I 

know we can all agree that keeping our children safe in their 

schools is worth all of our time, all of our collective experience, and 

all of our wisdom. I am humbled that we might have an opportunity to play a role. 

[The statement of Mr. Bontrager follows:] 

Prepared Statement of Brett Bontrager, Senior Vice President and 

Group Executive, Stanley Black & Decker Security Systems Division 

Mr. Chairman, Ranking Member Miller, and distinguished Members of the Committee, thank you for the opportunity to testify today on the critical issue of school 

safety. My name is Brett Bontrager. I am the Senior Vice President and Group Executive of Stanley Security Solutions, which is a division of Stanley Black & Decker. 
18 

Stanley Security Solutions is headquartered in Indianapolis—in Congresswoman 

Brooks’ congressional district. While many of you know Stanley Black & Decker for 

its construction and do-it-yourself products, our company has also been in the security business for many decades. 

It is because of this expertise, decades of school experience and the proximity of 

our world headquarters in Connecticut in relation to the tragedy in Newtown that 

led us to be able to immediately play a role in helping the students and faculty of 

Sandy Hook. After the decision was made by the town to move the students to a 

decommissioned school, Chalk Hill, two tenured employees from our team were 

called in to perform a comprehensive security survey and determine what was needed in the building to allow the students to move in and be safe. Our team worked 

through the holidays to make sure that the Chalk Hill school building was ready 

for the children when they returned to school to provide a safe and secure environment for the students, parents and faculty. 

While there is certainly some information on websites and in other literature, and 

products do exist and are on the market to secure our nation’s schools, we have not 

been able to find in our research a website or other single source of information that 

comprehensively integrates all of the security needs together. For school administrators, board of education members and superintendents, the daily challenges that 

come with educating our children and running a school district are all-consuming. 

Now, in the wake of the Newtown tragedy, parents want these same officials to become experts in security. 

As we all know security measures and practices are designed to slow down an intruder for, every moment that you can delay or slow down an intruder to allow time 

for law enforcement to arrive, can save countless lives, but understanding the right 

solutions and the overall task is overwhelming. 

A good starting point is to ask the basic question: What is school safety? Certainly, no single lock or system is the answer. Instead, a comprehensive, integrated 

security package and long-term roadmap should be designed and implemented, 

which would take into account the unique physical nature of each school. Each 

school stands on its own geographic footprint and has unique physical characteristics. This necessitates that prior to the installation of any security system each 

school district should ensure that its school buildings and grounds undergo a site 

evaluation, a risk assessment and a long-term, comprehensive security roadmap is 

developed. 

Upon completion of the site evaluation and risk assessment, decisions must then 

be made on the level of security needed. By levels of security I am referring to security products that range from essential hardware and mechanical access equipment, 

such as door hardware which includes intruder locks and master key systems, to 

wireless situational awareness monitoring, and every solution in between. 

A school can add basic hardware changes, blast and ballistic resistant doors, electronic access control or monitoring. Each district can work within their own specific 

needs, considering their budget as well as the local rules and regulations. 

One clear trend that security providers see is the strong need to tie mass notification via an intercom system to a school’s access control, intrusion monitoring system 

and security cameras. This allows for coordination and visibility for response teams 

both inside the school as well as from local law enforcement or fire personnel in the 

case of an emergency. Lack of integration with the local first responder team can 

be a critical flaw in the school security process. 

Now that I’ve walked you through the theoretical and general aspects of school 

safety, I’d like to provide the Committee with some specific examples of schools 

across the country where we have worked with the administration to customize the 

best solutions for their needs as well as explain the components of those systems. 

You will quickly see that a one-size, fits-all approach is neither practical nor recommended. 

• One of the best examples I can provide is the work that was done with one of 

the largest school districts in Louisiana which included 6,000 employees, 42,000 students from pre-K to 12th grade and 66 different schools. The district encompasses 

urban centers, suburban neighborhoods, rural towns and communities. 

In reviewing efficiencies and cost saving measures, the district determined that 

several of their high school campus locations were underutilized. It was decided that 

to fully utilize their available space and to reduce overhead costs, each facility 

would integrate 7th and 8th graders. This idea however, did not come without security challenges. It was important that each of these locations be able to isolate or 

limit the interaction between younger and older students. The school facilities on 

average were 60 years old and not built with security in mind. There were too many 

ways that unauthorized individuals could enter and leave. Every school presented 

its own set of challenges, multi-level, construction issues, etc. 
19 

• A second example is of a school district not far from where we are sitting today 

in a suburban community where the school enrollment of approximately 27,000 is 

divided amongst five high schools, eight middle schools and seventeen elementary 

schools. The school division had experienced rapid growth and began to research 

higher levels of student safety in the classroom. The Assistant Superintendent for 

Facilities contacted us to help develop solutions to enhance security campus-wide 

and system-wide and we worked closely with the school officials to survey all properties, identify any deficiencies, enhance security overall and pull together a 5-year 

plan to make it all happen. It was important to the schools that they increase the 

ability to control all traffic into and out of their facilities as the building exteriors 

were still being secured with keys and access was given to a large number of individuals. Ultimately the schools ended up implementing a standardized template for 

key control and utilization by establishing a key hierarchy throughout the different 

school levels. 

This hearing has started what we think should be a continued national conversation on school security and safety that includes experts from the field and school 

officials in order to learn the best ways to protect our schools. 

With that, Mr. Chairman, I applaud you and the Committee for taking a leadership role on the critical issue of school safety. I know we can all agree that keeping 

our children safe in their schools is worth all of our time, all of our collective experience, and all of our wisdom. I am humbled that I might play a role in this effort. 

Chairman KLINE. Thank you. 

Dr. Osher, you are recognized for 5 minutes. 

STATEMENT OF DR. DAVID OSHER, VICE PRESIDENT, 

AMERICAN INSTITUTES FOR RESEARCH 

Mr. OSHER. Good afternoon, and thank you for this opportunity 

to discuss a subject vitally important to all of us. I am David 

Osher, and I am a vice president at the American Institutes for Research. AIR is a nonpartisan behavioral and social science research 

organization based here in Washington. We don’t advocate for any 

policy position, so this is a chance for me to talk about evidencebased practices in hopes of helping you with your decisions. 

Unfortunately, there are no quick fixes or easy solutions to respond to the tragedy at Sandy Hook or any of the other school 

shootings that have abruptly altered so many lives, but there are 

steps we can take to change the school environment so that students and teachers feel safe. 

And research shows that students and teachers perform better 

when their schools improve discipline by focusing on student selfdiscipline, not external punishment; by promoting healthy behaviors, not suppressing unhealthy ones, by preventing problem behaviors rather than punishment, by building connections to students, 

not removing them from the school community, and by coordinating 

services systematically, not adding services piecemeal. 

Safe and successful schools create positive school climates where 

students, all students, have good social and emotional skills, feel 

physically and emotionally safe, are connected to and supported by 

their teachers, and feel challenged and are engaged in learning. 

These schools do this by employing a three-tiered approach to social emotional learning, positive behavioral support, the support of 

student and family engagement, and addressing students’ academic 

and mental health needs. 

For two decades I have conducted research and led national centers, studies, and expert panels that focused on safety, violence prevention, the conditions for learning, and student support. Today, I 

would like to focus on some of my experiences in Cleveland. 
20 

I led an audit of city schools following a 2007 shooting in which 

a 14-year-old student who had been suspended for fighting, returned to his school, which had a security guard, shot two teachers 

and two students, and then took his own life. 

The findings in our report were stark. While discipline was harsh 

and reactive, students and faculty felt unsafe. Services were fragmented and driven by adult desire, not by student need, and the 

conditions for learning were poor. 

City, school, and teacher union leaders embraced our recommendations and implemented a strategic three-tiered approach 

to improving conditions for learning and reducing discipline problems and violence. 

Here are a few of the recommendations we made in 2008. Free 

up guidance counselors and school psychologists so they have more 

time to counsel students. Train school administrators, teachers, 

and security staff to use positive approaches to discipline rather 

than reactive and punitive actions, and to develop students in social and emotional competence, and to better understand and communicate with the students. Develop an early warning and intervention system to identify potential mental health issues, and employ student support teams that address the identified needs. 

Last month, we released a paper, ‘‘Avoid Simple Solutions and 

Quick Fixes’’ examining where Cleveland schools stand today. The 

picture is far from perfect, but progress is clearly being made and 

is attributable to the district-wide use of student surveys to monitor progress, employing social emotional learning in all elementary 

schools, transforming punitive in-school suspension to planning 

centers to which students can self-refer and where students learn 

self-discipline, and by coordinating services through student support teams. 

If we compare 2008/2009 to 2010/2011, which was the data we 

had, the attendance rate district-wide increased 1.5 percent. Outof-school suspensions decreased 58.8 percent district-wide. There 

were statistically significant decreases in the number of reported 

behavioral incidents per school. Disobedient/disruptive behavior 

went from 131.8 per school to 73.9 and the average number of 

cases involving fighting and violence went from 54 to 36 percent. 

Promotion and prevention are more effective, improve conditions 

for learning, and have less counterproductive or harmful side-effects than do suppression and punishment, particularly for vulnerable students and students of color. 

Children and youth require safe, supportive schools if they are 

to succeed school and thrive. These needs are particularly great for 

children who struggle with the adversities of poverty, such as students in Cleveland where all students are eligible for free or reduced lunch. 

Cleveland provides an example of what is possible, even in hard 

times, and even under less than perfect conditions for implementing student-centered policies. 

Cleveland’s successes are consistent with the recommendations of 

the Interdisciplinary Group on Preventing School and Community 

Violence, a group of prominent researchers on school safety, which 

called for a balanced approach that focused on student support and 

connectedness and stated that, quote—‘‘Reliance on metal detec-
21 

tors, security cameras, guards, and entry check points is unlikely 

to provide protection against all school-related shootings, including 

the shootings at Sandy Hook Elementary School.’’ 

These recommendations are not new. They came out before in reports in response to Paducah and other studies, and I want to 

thank you for your time. 

[The statement of Mr. Osher follows:] 

Prepared Statement of Dr. David Osher, Vice President, 

American Institutes for Research 

Good afternoon and thank you for this opportunity to discuss a subject vitally important to all of us. I am David Osher, and I am a vice president of the American 

Institutes for Research. AIR is a nonpartisan behavioral and social science research 

organization based here in Washington. We don’t advocate for any policy position, 

so this is a chance for me to talk about evidence-based practices in hopes of helping 

you with your decisions. 

Unfortunately, there are no quick fixes or easy solutions to respond to the tragedy 

at Sandy Hook—or any of the other school shootings that have abruptly altered so 

many lives. But there are steps we can take to change the school environment so 

that students and teachers feel safe. And research shows that students and teachers 

perform better when their schools improve discipline by focusing on student self-discipline, not external punishment; by promoting healthy behaviors not suppressing 

unhealthy ones, by preventing on of problem behaviors rather than punishment, 

building connections to students, not removing them from the school community, 

and coordinating services systematically, not adding services piecemeal. 

Safe and successful schools create positive school climates where students have 

good social and emotional skills, feel physically and emotionally safe, are connected 

to and supported by their teachers, and feel challenged and are engaged in learning. 

These schools do this by employing a three-tiered approach to social emotional 

learning, positive behavioral support, the support of student and family engagement, and addressing students’ academic and mental health needs. 

For two decades I have conducted research and led national centers, studies, and 

expert panels that focused on safety, violence prevention, the conditions for learning, and student support. Today, I would like to focus on some of my experiences 

in Cleveland. 

I led an AIR audit of city schools following a 2007 shooting in which a 14-yearold who had been suspended for fighting, returned to his school—which had a security guard—shot two teachers and two students, and then took his own life. 

The findings in our report were stark. While discipline was harsh and reactive, 

students and faculty felt unsafe. Services were fragmented and driven by adult desire, not by student need, and conditions for learning were poor. 

City, school, and teacher union leaders embraced our recommendations and implemented a strategic tiered approach to improving conditions for learning and reducing discipline problems and violence. 

Here are a few of the recommendations we made in 2008: 

• Free up guidance counselors and school psychologists so they have more time 

to counsel students. 

• Train school administrators, teachers and security staff to use positive approaches to discipline rather than reactive and punitive actions, to develop student 

social and emotional competence, and to better understand and communicate with 

the students. 

• Develop an early warning and intervention system to identify potential mental 

health issues, and employ student support teams to address identified needs. 

Last month, we released a paper—‘‘Avoid Simple Solutions and Quick Fixes’’—examining where Cleveland schools stand today. The picture is far from perfect, but 

progress clearly is being made and is attributable to the district wide use of student 

surveys to monitor progress, employing social emotional learning in all elementary 

schools, transforming punitive in-school suspension to planning centers to which 

students can self-refer and where students learn self-discipline, and coordinating 

services through student support teams. 

For example, comparing the 2008-2009 school year to the 2010-2011 year: 

• The attendance rate district-wide increased 1.5 percentage points. 

• Out-of-school suspensions decreased 58.8 percent district wide. 

• There were statistically significant decreases in the average number of reported 

behavioral incidents per school. Disobedient/disruptive behavior went from 131.8 to 
22 

73.9 per school, and the average number of cases involving fighting/violence went 

from 54.5 to 36.4. 

Promotion and prevention are more effective, improve conditions for learning, and 

have less counterproductive or harmful side-affects than do suppression and punishment—particularly for vulnerable students and students of color. Children and 

youth require safe and supportive schools if they are to succeed in school and thrive. 

These needs are particularly great for children who struggle with the adversities of 

poverty, such as students in Cleveland where all students are eligible for free or 

reduced lunch. 

Cleveland provides an example of what is possible, even in hard times, and even 

under less than perfect conditions for implementing student centered policies, which 

reduce school removal, drop out, and the pipeline to prison. 

Cleveland’s successes are consistent with the recommendations of the Interdisciplinary Group on Preventing School and Community Violence. a group of prominent researchers on school safety, which called for balanced approach that focused 

on student support and connectedness and stated that ‘‘reliance on metal detectors, 

security cameras, guards, and entry check points is unlikely to provide protection 

against all school-related shootings, including the shooting at Sandy Hook Elementary.’’ 

These recommendations are not new. 

Thank you. 

Chairman KLINE. Thank you, sir. 

Mr. Ellis, you are recognized for 5 minutes. 

STATEMENT OF FREDERICK ELLIS, DIRECTOR, OFFICE OF 

SAFETY AND SECURITY, FAIRFAX COUNTY PUBLIC SCHOOLS 

Mr. ELLIS. Chairman Kline, Ranking Member Miller, and members of the committee, thank you for the opportunity to speak with 

you about school security issues. 

As the director of the Office of Safety and Security with the Fairfax County Public Schools, school safety and security have been my 

professional and personal focus for the last 12 and one-half years. 

The Fairfax County Public Schools efforts in emergency management and security involve many components. Emergency management planning affects both the school and the division wide perspectives and utilizes the four phase paradigm that is widely accepted; mitigation/prevention, preparation, response, and recovery. 

In the Fairfax County Public Schools, each school has an individual, site-specific plan that is updated each year and is reviewed 

by staff in the Office of Safety and Security. These plans include 

such things as the identification of the school crisis management 

team and their respective roles, standard language and response 

protocols for emergency actions, integration of students with disabilities and special needs into the response planning, detailed 

floor plans identifying the location of utility cutoffs, communication 

protocols, drills and training schedules, and the identification of 

staff with specific, relevant skills. 

The school plan also addresses tactical considerations for command post locations, designated off-site evacuation locations, bus 

staging areas, and parent-student reunification procedures. 

Training is provided by required drills such as fire, bus evacuation, lockdown, and tornado drills. These are supplemented by 

customized, site-specific tabletop exercises facilitated by staff from 

my office. Tabletop exercises analyze an emergency event in an informal environment. They provide participants with an emergency 

scenario to analyze, identify, and resolve issues as well as to 
23 

prompt constructive discussion and increase their awareness of the 

roles and responsibilities. 

In addition to the individual school crisis plans, the Fairfax 

County Public Schools maintain a division-wide emergency operations plan. This plan is implemented when an incident overwhelms a school’s ability to deal with an emergency, an incident 

that involves multiple sites, or when the Fairfax County government requests the school system to fulfill its pre-designated obligations within the Fairfax County Emergency Operations Plan. Examples of an activation of this plan include the response for 9/11, 

the sniper incidents of 2002, and large storm incidents. 

Fairfax County Public Schools has implemented many security 

measures over the past several years, which include the use of exit 

door numbers, access control devices at all elementary and middle 

schools, an anonymous Tip Line system, interoperable radio communications with public safety, visitor screening, and School Resource Officers in all high and middle schools. 

Much of the efforts of my office also involve the establishment 

and maintenance of relationships with agencies that we work with 

during an incident, such as police, the fire and rescue department, 

the health department. 

In emergencies, relationships are currency. Having them facilitates communications and understanding of needs and roles. They 

have to be established prior to an incident and they require an ongoing effort. 

Today schools are challenged with a variety of tasks many of 

which are beyond historical expectations but are now commonplace. 

Educators are individuals committed to teaching and making the 

difference in the life of the child. Their primary mission is education. They are not public safety officials, but accept the roles they 

are given in today’s society. 

Likewise, public safety officials are not always familiar with 

school operations and needs. School administrators and staff require training, assistance, and support for the emergency management and security responsibilities they are charged with and embrace. 

I am often asked whether schools need more security measures. 

My answer is that, ultimately, communities play a large role in determining the nature and extent of school security measures they 

are willing to accept and to fund. 

Expectations need to be clearly understood and they need to be 

reasonable. Statistically, schools remain incredibly safe places for 

children to be. Perspective, reasonableness, and cost are necessary 

criteria for communities to use in their deliberations. 

I know of no school system that guarantees safety and security, 

but I do know that the professionals in the education community 

will do all that they can reasonably do to maintain a safe and secure educational environment. 

Again, thank you for the opportunity to speak with you about 

this important topic. 

[The statement of Mr. Ellis follows:] 
24 

Prepared Statement of Frederick E. Ellis, Director, 

Office of Safety and Security, Fairfax County Public Schools, VA 

As the director of the office of safety and security with the Fairfax County Public 

Schools, school safety and security have been my professional and personal focus for 

the last twelve and one half years. 

Fairfax County Public Schools, in Fairfax County, Virginia, is the eleventh largest 

school system in the country with more than 181,000 students, 23,000 employees, 

over 200 facilities comprising more than 25 million square feet and a budget of approximately $2.5 billion. It is a very large school system in a diverse and urbanizing 

suburb of Washington, D.C. 

While school security encompasses many topics, my intent today is to provide insight into how a school division addresses the many challenges that we face by examining the emergency management processes and briefly describing some of the 

security measures we have in place. 

A school-centered emergency management program examines potential emergencies and disasters based on the risk posed by likely hazards; develops and implements programs and actions aimed toward reducing the impact of these events on 

the individual school; prepares for those risks that cannot be eliminated; prescribes 

the actions required to deal with the consequences of the events and takes action 

to quickly recover from the event. Emergency planning focuses on the four phases 

of emergency management: 

1. Mitigation/Prevention 

2. Preparedness 

3. Response 

4. Recovery 

Hazards can be classified into three categories: natural, technological, and school 

specific-hazards. Natural hazards include severe weather events. Technological hazards may involve hazardous materials or infrastructure failures, while school specific hazards address issues that could occur on or near a school, such as a bomb 

threat, a reported weapon or police activity near the school. 

Mitigation is any sustained activity that schools take to reduce the loss of life and 

damage related to events that cannot be prevented, while prevention is any step 

that schools can take to decrease the likelihood that an incident will occur. 

School safety audits, security and school climate surveys, neighborhood crime data 

review, hazard and vulnerability analysis efforts all play a role in the development 

of mitigation and prevention strategies. Issues identified from these initiatives are 

used to address physical and programmatic remediation. 

The preparedness phase readies schools to respond in a rapid, coordinated and effective manner to an emergency. Because it is not possible to completely prevent 

every hazard that poses a risk, preparedness measures can help to reduce the impact of hazards by taking specific actions before an emergency occurs. An important 

aspect of preparedness is plan development. 

In the Fairfax County Public Schools, each school has an individual, site specific 

plan that is updated each year and is reviewed by staff in the office of safety and 

security. These plans include such things as the identification of the school crisis 

management team and their respective roles, standard language and response protocols for emergency actions, integration of students with disabilities and special 

needs into the response planning, detailed floor plans identifying the location of utility cutoffs, communications protocols, drills and training schedules and the identification of staff with specific, relevant skills. The school plan also addresses tactical 

considerations for command post locations, designated off-site evacuation locations, 

bus staging areas and parent-student reunification procedures. 

A critical component of preparation is training. Training can take many forms and 

in school divisions, these are typically drills and tabletop exercises. Drills test a specific operation or function of crisis and emergency plans. In Fairfax County, schools 

regularly conduct a variety of drills to demonstrate the steps they should take in 

an emergency. These drills include fire and bus evacuations, lockdown and tornado 

drills. Tabletop exercises analyze an emergency event in an informal environment. 

They provide participants with an emergency scenario to analyze and increase their 

awareness of their roles and responsibilities. The exercises are designed to prompt 

a constructive discussion about existing emergency response plans as participants 

identify, investigate and resolve issues. In Fairfax County, the office of safety and 

security provides facilitated tabletop exercises to schools on a rotating basis; high 

and middle schools receive them every other year, while elementary schools are provided one every three years. 

When emergencies arise, schools must quickly implement the policies and procedures developed in the prevention-mitigation and preparedness phases to effectively 
25 

manage the crisis and protect the school community. Throughout the response 

phase, efforts focus on de-escalating the emergency and taking accelerated steps toward recovery. The response phase is often the effort to bring order to chaos and 

is predictably unique to each incident. 

The response phase activities include activating the school’s crisis management 

team, delegating responsibilities, establishing an incident command post, activating 

communication and response procedures, accounting for all students and staff, liaison with public safety agencies and documenting actions. In Fairfax County Public 

Schools, there are five universal responses: Lockdown, Secure the Building, Shelterin-Place, Stay Put-Stay Tuned, and Evacuation. A lockdown is used to describe enhanced security measures taken to protect against potentially violent intruders that 

may be inside the building. Secure the building is used to prevent unauthorized 

entry if the threat is outside. Shelter-in-Place procedures are used to temporarily 

separate people from a hazardous outdoor atmosphere, such as in a hazmat situation. Stay Put-Stay Tuned is implemented at the request of public safety officials 

to limit the impact on the transportation infrastructure. An Evacuation is used 

when locations outside of the school building are safer than inside the school. 

The recovery phase is designed to assist students, staff, and their families in the 

healing process and to restore educational operations in schools. Recovery is an ongoing process that includes not only the mental, emotional and physical healing 

process of students, faculty and staff, but a school’s physical (buildings and 

grounds), fiscal (daily business operations) and academic (a return to classroom 

learning) recuperation. A timely return to normalcy is considered a significant goal, 

for both the school and the community. 

In addition to the individual school crisis plans, the Fairfax County Public Schools 

maintain a divisionwide emergency operations plan. This plan is implemented when 

an incident overwhelms a school’s ability to deal with an emergency, an incident 

that involves multiple sites or when the Fairfax County government requests the 

school system to fulfill its pre-designated obligations within the Fairfax County 

Emergency Operations Plan. The purpose of the divisionwide plan is to use school 

system resources to assist in the resolution of an incident. Like the school plan, the 

divisionwide plan establishes a command structure and roles, identifies lines of succession and details provisions for staffing the inter-government agency emergency 

operations center, as well as the Fairfax County Public School’s department operations center. Examples of an activation of this plan include the response for 9-11, 

the sniper incidents of 2002 and large storm incidents. 

Fairfax County Public Schools has implemented many security measures over the 

past several years. These include the use of exit door numbers, access control devices at all elementary and middle schools, an anonymous Tip Line system, interoperable radio communications with public safety, visitor screening and School Resource Officers in all high and middle schools. 

Much of the efforts of my office also involve the establishment and maintenance 

of relationships with agencies that we work with during an incident, such as the 

police, the fire and rescue department, the health department, etc. In emergencies, 

relationships are currency. Having them facilitates communications and understanding of needs and roles. They have to be established prior to an incident and 

they require an ongoing effort. An excellent example of this is our School Liaison 

Commander position. This individual is a Fairfax County Police Lieutenant who is 

assigned to the office of safety and security and is funded by the Fairfax County 

Public Schools. The position provides a conduit for information exchange, oversees 

the School Resource Officer program, participates in tabletop exercises and is a 

piece of our on-scene incident command system staffing. 

Today, schools are challenged with a variety of tasks, many of which are beyond 

historical expectations, but are now commonplace. Educators are individuals committed to teaching and making the difference in the life of a child. Their primary 

mission is education. They are not public safety officials but accept the roles they 

are given in today’s society. Likewise, public safety officials are not always familiar 

with school operations and needs. School administrators and staff require training, 

assistance and support for the emergency management and security responsibilities 

they are charged with and embrace. 

I’m often asked whether schools need more security measures. My answer is that, 

ultimately, communities play a large role in determining the nature and extent of 

school security measures they are willing to accept and to fund. Expectations need 

to be clearly understood and they need to be reasonable. Statistically, schools remain incredibly safe places for children to be. Perspective, reasonableness and cost 

are necessary criteria for communities to use in their deliberations. I know of no 

school system that guarantees safety and security, but I do know that the profes-
26 

sionals in the education community will do all that they can reasonably do to maintain a safe and secure educational environment. 

Again, thank you for the opportunity to speak with you about this important 

topic. 

Chairman KLINE. Thank you, sir. 

I want to thank all the witnesses for their testimony and for 

their observance of the 5-minute limit. That is probably the best of 

any panel that we have ever had in this committee ever so I trust 

that my colleagues are going to follow that fine example. 

I am going to reserve my questions to a little bit later in the 

hearing, and I would like now to go to Dr. DesJarlais for the first 

question. 

Mr. DESJARLAIS. Thank you, Mr. Chairman, and thank the witnesses and all in attendance for this very important hearing and 

topic that affects us all. As a father with a daughter in kindergarten and also a freshman and a senior, I know that it impacts 

each and every one of us. 

Mr. Canady, can we start with you and could you tell us how a 

school resource officer interacts with law enforcement community 

during a critical incident? 

Mr. CANADY. Well, in most instances, the school resource officer 

is a member of the local law enforcement agency whether it be the 

sheriff’s department or the police department. And they obviously 

are going to have trained prior to that or they should have in the 

incident command and know how to function in that role when an 

incident occurs so that it is—I won’t say seamless—but almost 

seamless in terms of their role in that they would certainly once 

incident command is established, they would respond to the incident commander just like everyone else and follow the processes 

that they issue. 

Mr. DESJARLAIS. What would you say the role of a school resource officer is during a typical school day? 

Mr. CANADY. Well, during a typical school day, it can really vary. 

In my testimony I mentioned that they may be doing traffic control 

one minute and, you know, a few minutes later they are in a classroom teaching students about distracted driving or drunk driving, 

whatever it may be. 

They are certainly visible. They certainly, if they are doing the 

job right, they are engaged with students. There is ongoing relationship building. They certainly should be a trusted adult that a 

student can come to for information, for guidance. So they really 

become part of the team. 

Mr. DESJARLAIS. And so I am guessing from what you are saying, 

there is quite a difference depending on the age of the students in 

the school? 

Mr. CANADY. Well, to some degree, yes, sir. I would say that officers in the middle school and high school area probably their job 

is similar to what I just described. At the elementary level, traditionally a lot of the work at the elementary level that has been 

done by the SRO has been in the classroom in an educational setting. 

Mr. DESJARLAIS. Just from discussions with educators from 

around my district and throughout the committee hearings over the 
27 

112th Congress, certainly I think that most people who are a little 

older and went to school at an earlier time recognize that there 

was more discipline, more firm handed discipline in classrooms and 

schools than there is today. 

I see a lot of frustration from our teachers and principals feeling 

that their hands are somewhat tied in order to maybe shape behaviors that could prevent some of the harmful outcomes. 

How much of an impact do you think that has or anyone else 

who would like to comment on that and what could we do to help 

bring a little bit more discipline back into the schools and maybe 

prevent some of the tragedies that occur not necessarily the type 

in the shooting, but other events. 

Mr. CANADY. Well, any officer that has been trained by our association has clearly heard that they are not to have a hand in the 

formal school discipline. There is not a role for our officers in that. 

However, obviously, if they are walking through the hallway and 

they see a student doing something that they shouldn’t, they 

should address that just like any other responsible adult, but the 

formal school discipline we believe belongs in the hands of the educators. 

Mr. DESJARLAIS. Okay. Thank you. 

Mr. Bond, your testimony focuses a lot on post-incident recovery. 

Can you discuss in a little more detail some of the issues that come 

up during this timeframe that principals need to be prepared to 

deal with? 

Mr. BOND. After an incident the first thing that schools have to 

do is to reestablish trust with the community. If the parents do not 

trust the school to keep their children safe, then education is not 

going to take place at a high level. So that is the main thing that 

you are trying to do is use the media, use other methods, and involve the parents in developing that trust relationship that the crisis has broken. 

Mr. DESJARLAIS. Okay, just quickly because my time is running 

out, how do local schools interact with the mental health community before and after a critical incident and what role do schoolbased health centers play in identifying and assisting and referring 

students with social and emotional challenges? 

Mr. BOND. After school shootings and other crises, you always 

have your local mental health community and NOVA from the national come in and you have to work with students, but you also 

have to work with the teachers, but most importantly, you have got 

to get mental health services available to the parents. That is 

where you have the biggest problem. Most kids will feel very comfortable in talking to their teacher or trusted adult, but you have 

to address mental health as a whole community issue after a crisis. 

Mr. DESJARLAIS. Thank you, Mr. Bond. 

I yield back. 

Chairman KLINE. I thank the gentleman. 

Mr. Miller? 

Mr. MILLER. Thank you, Mr. Chairman. 

Mr. Pompei, do you have school resource officers in your school 

or schools you have worked in? 

Mr. POMPEI. Our district does. 

Mr. MILLER. How do you interact with them? 
28 

Mr. POMPEI. Well, you know, they collaborate with the local law 

enforcement so it is a contract that they—— 

Mr. MILLER. But how do you interact if you are counseling students and you have resource officers. Do you talk to one another? 

Do you discuss students? Do you tip one another as to maybe problems that a student is having or not, so as you go through the day 

you are aware of these—— 

Mr. POMPEI. Sure. You will see an SRO in the office of a school 

counselor quite frequently and if not, the school counselor will seek 

out that SRO. Counselors are very uniquely qualified. We advocate 

on behalf of the well-being of that student and so we don’t typically 

get involved in discipline. We are there, sometimes we mediate, but 

we do remain neutral to make sure that we keep that trusting relationship—— 

Mr. MILLER. Mr. Canady, is that usual? 

Mr. CANADY. I think that is very consistent. And it is something 

that we—— 

Mr. MILLER. You have separate jobs but you have—— 

Mr. CANADY. Very separate jobs but at the same time we have 

the same interests and that is the well-being of the student and so 

an SRO who is not interacting effectively with their counselor either doesn’t understand the job or is not well-trained. 

Mr. MILLER. Mr. Ellis, I think you said something that we say 

very often in this committee is that the schools are among the 

safest places in our environment for students. I just wonder how 

we measure that. 

Mr. Pompei, you have discussed and I discussed in my opening 

that there are a lot of students on campus who are living with a 

certain level of fear or intimidation or acts of violence against them 

that are undetected, you are not aware of, but I just—what are we 

talking about when we talk about this blanket statement of safety. 

Is that against major incidents of violence or—— 

Mr. ELLIS. My reference was for homicides of youth on school 

property because that seems to be the perspective a lot of people 

take. And some of the statistics for instance, the Bureau Justice 

statistics funded by the Department of Education for instance from 

1992 through 2010 revealed that less than 2 percent of all homicides of youth from 5 to 18 occur at a school. 

Mr. MILLER. Mr. Pompei, what happens to incidences of violence—I mean of bullying and intimidation? You mentioned you are 

concerned that when you were growing up and the question of 

whether it is your day and how that was handled and the intimidation and the physical actions against you. How is that handled 

today in assessing the environment of the school and how do resource officers play into that assessment of safety? 

Mr. POMPEI. Well, quite frankly it is many times on certain topics, completely ignored. There is a lack of professional development 

that equips educators to respond effectively and appropriately 

using research proven strategies to address all acts of bullying but 

there are certain ones in more conservative areas that are completely ignored and so students such as those who identify as 

LGBT are forced to fend for themselves. 

Many times they don’t even have the support at home so, you 

know, in my district, we look at research. We look at what creates 
29 

a safe, inclusive welcoming school climate and then we ensure that 

the educators in my district have the professional development so 

they could then all act together in making sure that all students 

feel safe, welcoming. 

Another thing that school counselors do that are—that is unique, 

if I could share—is that we will work to change those behaviors. 

So while the principal may order a suspension, the school counselor 

will work with that student to create pro-social skills and to curve 

that behavior so that they don’t continue to bully and are using different ways to deal with their anger or their aggression. 

Mr. MILLER. Mr. Osher, that is sort of along the lines of what 

you discussed, the changes made in the Cleveland District in terms 

of internalizing these discussions between faculty, counselors, and 

students and then portioning out some responsibility and discipline. 

Mr. OSHER. That is right. I mean, if I can connect your questions 

here, I think the real challenge in schools is not the high, the low 

incidence and very traumatic events that we want to prevent but 

it is also low-level aggression that takes place consistently and persistently as reflected in bullying statistics and things like that. 

And that I would add to the issue that schools are safe, but if 

one looks at the 2009 Institute of Medicine Report on the Prevention of Mental Emotional Behavioral Disorders, one of the points 

they make is there are school effects and if I am a gay student in 

a school where I am being treated in a certain way or I am a vulnerable student and feeling disconnected, that has mental health 

implications that are harmful to me and can really affect the 

course of my life. 

These can be addressed. They can be addressed by social emotional learning. You heard from Mr. Pompei before in terms of the 

meta-analysis. They can be addressed by doing something that actually was taking place at Sandy Hook, which was a program like 

responsive classrooms. 

We have class meetings at the beginning of the day that really 

connect young people and teachers and enable people to really act 

with each other in a respectful, healthy, and academically productive way. Cleveland is actually moving in the same direction now. 

They are trying to create class meetings to connect people on top 

of the social and emotional learning so you can really build a fabric 

of community that holds people together. 

Mr. MILLER. Thank you. 

Chairman KLINE. Thank you. 

Dr. Heck? 

Mr. HECK. Thank you, Mr. Chairman, and thanks to all of the 

panel members for being here today and providing us with your experiences and recommendations, and I understand a comprehensive 

approach to decreasing school violence is a lot more than just talking about gun violence whether it is from disruptive behaviors from 

bullying to gun violence but I want to concentrate on the gun violence issues. 

You know, in the wake of Columbine, which seemed to be the national wake-up call, we saw then that police departments started 

to develop the response to the active shooter incidents, schools 

started to develop emergency plans. I think Mr. Canady and Mr. 
30 

Ellis talked about, I mean, you are pretty much describing national 

incident management system approach to emergency management 

and what the schools have done. 

So a sharing of information of maybe how a school CCTV can be 

accessed by law enforcement, blueprints, things along those lines. 

But all of those things are reactive. It requires an incident to take 

place to implement the plan or to you know, kind of have the police 

department show up. 

So what proactive measures can we put in place so that we are 

preventing and not responding to the incidences? That in my mind 

is the goal. We want to prevent the incident. We want to be prepared to respond but hopefully, never have to respond. And what 

role should Congress play in that process? 

And I would say, Mr. Bond, in hindsight, having had one of the 

first incidences, what things, in hindsight would you have thought 

could have been in place to actually help prevent the incident as 

opposed to being better able to respond to the incident in Paducah? 

Mr. BOND. Having everyone responsible for school safety. And by 

that, I mean teachers, and especially students. Students have information about what is dangerous in school, what is going on. They 

know more about what is going on in school than the principal 

does. In my particular school, eight kids saw the gun at school 4 

days before the shooting took place. 

Not one single one of those kids told me, told a teacher, nor did 

they tell their parents or Sunday school teacher or preacher. Information. Information is the most valuable thing that we can have 

in school and that comes from having trusting relationships with 

teachers, trusting relationships with students, and students taking 

responsibility for their own school safety. 

Mr. HECK. So, I will go to Mr. Pompei then. So with that perspective, being a school counselor, how do we do that? How do we get 

the students to share that information or be more proactive in their 

own defense? 

Mr. POMPEI. Sure. Well, the school counselor is actually that confidential space that kids will go to and share those really scary circumstances whether it is something they see like a gun in the 

school or something that they are dealing with internally or something they are experiencing at home or in the community. 

I think the issue is, is that when I mentioned in my testimony, 

the ratios of school counselors to students is so amazingly high that 

students know that, and so the likelihood that they are going to 

seek out the support, that safe place inside the school counselor’s 

office are somewhat minimized when they realize that if they put 

in a note to see the counselor, it might be 2 days before they get 

seen or 3 days or the counselor might just want to just talk about 

it casually in the hall because they know that they might not be 

able to call that student in because their caseload is so high. 

But when you have caseloads low, these school counselors really 

can create those trusting wonderful relationships with students 

where they, and I would like to say they would more than likely 

come to that school counselor to say, ‘‘Hey. I need to tell you something confidentially. This is what we are experiencing. This is what 

we see.’’ So that school counselor can then intervene. 
31 

Mr. HECK. Mr. Canady, I know you are primarily on building a 

rapport between the resource officer and the students; that certainly is a proactive approach, but anything else that you would 

look at that would try to help prevent these incidents rather than 

trying to respond to them? 

Mr. CANADY. The relationship issue is so huge. You know, I think 

it is the most important one. You can get more information from 

a student when you have a positive relationship with them than 

you can in trying to interrogate someone. There is no question 

about that. So the relationship is huge, but also, I would add to 

that, relationship with parents. When the parents trust the SRO 

or the school counselor or school administrator, they are more willing to share information, which can be very helpful. 

Mr. HECK. Great. Thank you. 

Thank you, Mr. Chair. I yield back. 

Mr. BOND. May I address that—— 

Chairman KLINE. I thank the gentleman. We will get back to 

that, I am sure. 

Mr. Andrews, you are recognized. 

Mr. ANDREWS. Thank you Mr. Chairman. I thank the witnesses 

for very, very good testimony. I want to ask your position on something. What is your opinion of authorizing personnel other than police officers to bear arms in schools? Mr. Bond, what do you think? 

Mr. BOND. I think overall, it would be detrimental. 

Mr. ANDREWS. Okay. I just want to be brief.—Mr. Canady, what 

do you think? 

Mr. CANADY. Our association took a strong stance on that from 

the beginning and that was we would not favor the wholesale arming of teachers. We realize there are unique situations. 

Mr. ANDREWS. Mr. Pompei? 

Mr. POMPEI. Absolutely disagree with that. 

Mr. ANDREWS. Mr. Bontrager? 

Mr. BONTRAGER. I am a security expert, I am not an expert on 

gun control and what we focus on is how to, if the schools decide 

that that is where they want to go, how do we make it as safe as 

possible. 

Mr. ANDREWS. I understand. 

Mr. Osher? 

Mr. OSHER. One of my expertise is in implicit bias from social 

psychology. It is a very dangerous, risky, proposition. 

Mr. ANDREWS. Mr. Ellis? 

Mr. ELLIS. I would agree with that. I think it is a very risky 

proposition, and I would not be in favor of it. 

Mr. ANDREWS. Mr. Pompei, the National Association of School 

Counselors has a recommended ratio of 250 students to one counselor. What is your opinion about that ratio? Do you think it is accurate? Good? 

Mr. POMPEI. I mean, to be honest, I would love it to be even 

lower than that because of the kind of work I know I could do, but 

I can tell you, speaking from experience in California where our 

ratio is above 1,000:1 and I can tell you the type of work that we 

know as school counselors we need to be doing, is not being done 

and it is not because there is not a desire to have it done. So to 

do the preventative work that needs to be done—— 
32 

Mr. ANDREWS. Thank you. 

Mr. Osher, your data show apparently that two of the really effective strategies for reducing school violence are freeing up guidance counselors and psychologists. They have more time to counsel 

students and develop an early warning intervention system which 

I think strongly implies a lot of counseling interaction with students. 

The national ratio of students to counselors is 470:1, which 

means even to come down to the present ratio, we would really 

have to double the number of school counselors. Would you favor 

a federal program to help finance such a result? 

Mr. OSHER. I think that such a program is consistent with evidence that I have seen. Let me just add one thing that is also important that in many jurisdictions that I have been in, school counselors spend their time doing schedules and readmitting students 

who have been suspended. What you want to do is free them up, 

just like you would want to free school psychologists up to use the 

skills they have so that they can build the relationships and participate—— 

Mr. ANDREWS. Apropos that point, the Bill and Linda Gates 

Foundation commissioned a study a while back. They asked students about their perceptions of their counselors. And 60 percent 

of the students gave their counselors either a fair or poor grade, 

35 percent of the students gave them a poor grade, the lowest one, 

48 percent of the students said that they felt that they were 

quote—‘‘A face in the crowd,’’ as opposed to really understanding 

their counselor had some sense of who they were. 

Now I attribute that frankly to the overwhelming workload the 

counselors have both in terms of the number of students they have 

and then the additional workload besides counseling. Do you think 

that there should be some guidelines or suggestions or rules that 

govern what duties school districts can assign to counselors? 

I mean, I am very sensitive to not micromanaging what our 

schools do, and I am sure Mr. Bond would be well aware of why 

that is, but it does strike me that counselors are utility infielders. 

They are doing administrative scheduling work. Some of them are 

even involved in transportation work in some districts. Do you 

think that we should impose some requirements that they stick to 

the core mission? What do you think, Mr. Osher? 

Mr. OSHER. I think when everyone is making policy, one has to 

try to structure it so that it is utilized well, and whether it is 

through guidelines, whether it is through technical assistance and 

support, I think it is important for people to know that this is an 

important investment and it needs to be used well. 

Mr. ANDREWS. Mr. Pompei, do you want to comment on that? 

Then my time is up. 

Mr. POMPEI. Yes, the American School Counselor Association 

naturally has a national model that highlights the type of items 

that school counselors should be focusing on their day even to the 

point of percentage of time they should be focusing. It also will list 

those for example for administrators and school district directors to 

highlight what school counselors should not be focusing on. 
33 

Mr. ANDREWS. I think it is really inspiring the way you have 

overcome your very difficult experience to help other young people. 

We appreciate that very much. 

Mr. POMPEI. Thank you. 

Chairman KLINE. Thank the gentleman. 

Mr. Walberg? 

Mr. WALBERG. Thank you, Mr. Chairman. 

Thank you to the panel for being here on this important issue 

and challenging situation. 

Mr. Canady, you acted for, as I understand it, over a decade as 

a supervisor for your local school services division and now you 

serve in a national capacity. I guess the first question I have is 

how have you witnessed the role of law enforcement change in 

dealing with school safety over the years? 

Mr. CANADY. Well, one of the most important ways that I have 

witnessed the change is the SRO actually becoming a part of the 

safety team and a part of the plan. SROs who again are welltrained and understand the job get very engaged in the plan. They 

get very engaged in helping the school to practice the plan, different elements of it. So those are some of the changes that I think 

are significant. 

Mr. WALBERG. I represent school districts like small rural Hillsdale County and others, larger like Lansing, Jackson, Monroe 

County. Is there a different role that must be taken at the local 

level between communities? 

Mr. CANADY. As far as between the law enforcement agencies in 

the community? 

Mr. WALBERG. Law enforcement agencies, the whole issue of security, based upon the size situation of the community. 

Mr. CANADY. Yes, I think one of the things that definitely needs 

to happen is more focus on training. Of course, we train police officers to work in schools, but our training is also available to school 

administrators. So in those community environments, the teams 

need to be training together. School administration, law enforcement, fire department, they need to be working together in a safety 

team. 

Mr. WALBERG. The principles are the same, but there are unique 

situations, right? One size doesn’t fit all? 

Mr. CANADY. I would say that one size does not fit all. There are 

very unique situations out there and yes. 

Mr. WALBERG. Thank you. 

Mr. Bond, in your testimony, you state, and I quote—‘‘That the 

most effective way to prevent acts of violence targeted at schools 

is by building trusting relationships with students and others in 

the community so that threats come to light and can be investigated as appropriate. The solution is a matter of school culture. 

It is a matter of community engagement. It is a matter of public 

health’’—end quote. Why doesn’t that statement include any mention of federal involvement? 

Mr. BOND. Because what I was addressing here is how we prevent school violence at the community. Of course, the federal government has oversight over all of those, but the federal government 

has oversight, they have the funding capacity over all of that I did 

mention. 
34 

Mr. WALBERG. Okay. 

Mr. Bontrager, in your testimony, you talked about your work to 

secure local schools over the years and can you give us a sense of 

some of the typical—if there is any such thing as typical—but the 

typical security items that schools need to protect students? 

Mr. BONTRAGER. You are absolutely right. There is no typical solution and it starts with a core solution that is normally around 

what we would call mechanical hardware. There is lots of openings, 

so there is lots of locks and access points and one of the most important parts is the control of the keys; who has the ability to gain 

access. 

So having control of a keying system so that you know who can 

get into what portion of what room, what portion of the building, 

et cetera, and then it goes out from there. If there is a desire to 

add access control, electronic access control and video, but it starts 

at the core with mechanical. It goes to video and alarms and staff 

protection and notification from there. 

Mr. WALBERG. Okay, thank you. 

Thank you, Mr. Chairman. 

Chairman KLINE. Thank the gentleman. 

Mr. Scott, you are recognized. 

Mr. SCOTT. Thank you, Mr. Chairman. 

To follow up on Dr. Heck’s observations, a forensic psychologist 

at the University of Virginia, Dewey Cornell says in his presentations that if your school shooting prevention program begins 

when the shooter is at the door, it is too late. With that in mind, 

Mr. Osher, your testimony mentions that promotion and prevention 

are more effective. What do you mean by promotion and prevention? 

Mr. OSHER. Sure. When I think about promotion—when I talk 

about promotion, I mean building assets. Assets can be through social emotional learning that develops my ability to stop and think 

before I do something; a competency. It can be my relationships 

with the counselor like Mr. Pompei. 

Prevention is when we do things to try to prevent bad things 

from happening. When I think about positive behavioral interventions and supports that stop teachers from reacting to students or 

stop security officers from being negative, that is a preventive behavior. 

We need to do both of them, but we want both people to know 

not to jump over a bridge and we also at the same time want to 

have railings that would prevent people from jumping over a 

bridge. 

Mr. SCOTT. I think you mentioned that the prevention and promotion initiatives have to be comprehensive. 

Mr. OSHER. Yes. 

Mr. SCOTT. What does that mean? 

Mr. OSHER. Often times schools and districts try to do one thing 

and they get poor results. Comprehensive is, I think, has at least 

two components. One component is thinking about tiered interventions, what you do for everybody, what you do for some people who 

are at a more elevated level of need whether it is academically or 

behaviorally, and what you do for people who have greater needs. 
35 

But comprehensive is also connecting the dots and often what 

happens in schools and districts and in public policy is that the 

dots are not connected. So it is thinking about the connections between what we do in security and what we do to make—help students be engaged. Those things are not disconnected events. 

When I have a metal detector outside of the school and people 

are waiting on line to get in and they end up getting to class late, 

and then a teacher may not let them in or push them in the hall 

because of that or the classroom dynamic is disrupted, those things 

are connected and we have to have plans that address all of them. 

Mr. SCOTT. Thank you. You also make a point that prevention 

and promotion are less counterproductive and have fewer harmful 

side effects than suppression and punishment. What kind of counterproductive or harmful side effects were you talking about? 

Mr. OSHER. One big harmful side effect is the disproportionate 

exclusion from education for poor kids and children of colors and 

children with emotional and behavioral disabilities. It is the issues 

that the Council and state governments report that came out of 

Texas last year raised that this is a major issue. 

The data are consistent across the country regarding profound 

disparities and what we also know, say from a place like New York 

where I am working right now, is consistently—what is happening 

is students doing stupid things and end up being criminalized, and 

the first step may be a summons, but the second step that that 

same person does who may be more likely to be profiled or because 

they have an emotional problem to be picked up is that they have 

a summons and the next thing you know you have a bench warrant 

and judges and district attorneys in New York City have been talking about their concern with that part of the pipeline to prison. 

Mr. SCOTT. Are you talking about zero tolerance policies? 

Mr. OSHER. The data on the way in which zero-tolerance policies 

are implemented are highly problematic. And again, these are functioned to deny opportunities to learn to the students who are removed, but we also know from research that they had impacts on 

the other students including their willingness to trust adults. 

Mr. SCOTT. What does your research show about police in 

schools, the SRO—— 

Mr. OSHER. I can’t hear you—— 

Mr. SCOTT. What does your research show about SROs? The police in the schools? 

Mr. OSHER. There is little good research, but I can tell you from 

TA centers that I have worked that on the one hand we have seen 

good SROs and their work is consistent with the Denver plan that 

you have heard, that people may have heard about. 

On the other hand, I think the issue is that with scarce resources, there are opportunity costs and when I was listening before to Mr. Pompei I think about a school in Chicago that replaced 

all security personnel with a counselor for each grade and as well 

as a counselor for the first year of college, which along with focusing on people’s commitment to each other, reduced fully the 

amount of violence in the school and that has persisted for now 5 

years. 
36 

Thinking I might get a question like this, I checked with Chicago 

security yesterday to get the answer and so there is an opportunity 

cost even if something is good. 

Chairman KLINE. Thank you. The gentleman’s time has expired. 

Dr. Roe? 

Mr. ROE. I thank the chairman for yielding. 

And I want to thank the panel. I have certainly learned a lot 

here today and I know when I was in school and perhaps any of 

you can take this question. I don’t ever recall a school shooting. I 

grew up on a farm and I grew up hunting. I grew up around guns. 

As soon as I was big enough, my family showed me how to hunt 

and shoot and I look back and looked at the data. There have been 

137 school shootings since 1980—and I didn’t go back further than 

that—with 297 deaths, fatalities that may not have included Sandy 

Hook. 2,000 kids each year die in automobile accidents, children do. 

It is a far bigger problem, but what I have—car wrecks are. 

Someone, I have forgotten who it is on the panel said that 

schools are safe places and for the most part, they really are and 

to Mr. Scott’s comment, I want to brag on the SRO program. In my 

county next to me, Sullivan County Tennessee, Kingsport is the 

major city in that county and its resource officer prevented—a man 

came into school with a gun and she stood there and faced this 

man down. One of the bravest women I have ever met in my life, 

and I don’t know how many lives she saved, but I think the school 

resource officer program is great. 

I also agree that the counseling, as Mr. Andrews said, is woefully 

underdone. I remember when I got out of high school I went to the 

counselor, the school counselor one time in 4 years. That was to tell 

me what I was supposed to do with the rest of my life, and just 

like you said, I sort of blew that off and went on. 

So it is basically worthless. I hate to say that about Ms. Marable 

but it was basically worthless, and I just wonder on the—on the 

SROs, what we are doing our community, in my district is we are 

raising the resources now locally, put an SRO in each school in our 

system. 

I think that is a good thing to do, but I think the other thing 

I learned today is we need to go a step further and make sure that 

we have got the prevention and as you all point out the planning 

and the training and the reevaluation of things on a regular basis. 

It is not like you do your will once when you are 25, put it on the 

shelf, and never get it out again until you are in the graveyard. 

I think that is a great point you made that these things change 

each day, and Mr. Canady, I would like for you to tell me about 

in your association, what number of schools across the country are 

covered by SROs? Do you know how many? The number or anything? 

Mr. CANADY. I am sorry, I couldn’t hear the last part of your 

question. 

Mr. ROE. In other words, how many schools have an SRO, a resource officer there? 

Mr. CANADY. The best estimates we been able to come up with 

are around 10 percent. We think it is somewhere around 10 percent. We don’t see a lot beyond that. 

Mr. ROE. So it is a very low number then. 
37 

Mr. CANADY. Yes, sir. 

Mr. ROE. It is, and I agree with you. What I have seen when I— 

and I have got so tired of adults here in the last election that a 

week before the election, I went to seven schools and visited them 

and all of them had a resource officer and they—at least the students I saw around—he was part of the school system or she. 

They were very much a part of—I mean, a lot of the kids, maybe 

they had gotten to know these folks and everything, but they 

seemed to interact. I was amazed at how well and how much trust 

they had and I think that is—goes for both Mr. Pompei, you and 

Mr. Canady, the trust that the students gain to when they get to 

know if you take the time to get out and do that and I think they 

will share a lot of things with the resource officer, with the school 

counselor if they are available and it sounds like they are not available if only 10 percent of schools have them and if in your case in 

California where one in 1000, that is, that is almost as well not 

have one if you have that few. Any comment? 

Mr. CANADY. Well, it certainly, you know, we are not calling for 

more police in schools. What we are asking for are the ones that 

go in the schools that they are properly trained. However, I certainly know the benefits of an SRO. I have seen it firsthand for 

several years, and I can certainly speak to that and I believe any 

school could benefit from one again if they are properly selected 

properly trained. 

Mr. ROE. Mr. Bond? 

Mr. BOND. Is Campbell County Tennessee in your district, Mr. 

Roe? 

Mr. ROE. No sir, just out of it. 

Mr. BOND. Just out of your district. In 2005 in Campbell County, 

an assistant principal was killed. And that school did not have an 

SRO and they heard a kid had a gun on campus and two assistant 

principals and the principal tried to disarm him. He shot all three 

of them in 3 seconds. One died, one has a bullet an inch behind 

his heart, and the principal had his bladder exploded. Had they 

had an SRO, they would have been able to search that young man 

without that happening. 

Mr. ROE. I think the decision has been made in our community 

and I am ready to yield back is that we are going to have SROs, 

and I certainly will take the other things back from this panel. 

Thank you, Mr. Chairman. 

Chairman KLINE. Gentleman’s time is expired. 

Mrs. McCarthy? 

Mrs. MCCARTHY. Thank you, Mr. Chairman, and I truly thank 

you for having this hearing. 

I am hopeful that we are going to have more hearings on school 

safety because the testimony that we have heard today, which I 

think is excellent and I think each person here has put out some 

good points. But the truth of the matter is, we don’t know, whether 

most schools can even have an SRO; we don’t know if they can afford it. 

Counselors, we know that we don’t have enough counselors. My 

former life was a nurse. I know darn well we don’t have enough 

nurses in schools, and we know, especially in the grade schools and 

the middle schools that is where most kids that are troubled are 
38 

first referred to services. The nurse brings them to the counselor 

or to someone that would need help. 

But, you know, there is a lot of people here—certainly here in 

this committee—know that I am not a stranger to the debate on 

gun violence and how can we prevent it. I certainly offered the last 

major piece of legislation on this issue that had to do with Virginia 

Tech, but I have to say that I agree with Mr. Ellis that what happened in Connecticut was a terrible, terrible tragedy, but I don’t 

want my schools to start to panic because the majority of my 

schools they are the safest places some of these young people go to 

especially in certain neighborhoods and depending on the community that they are living from. 

We certainly know that a lot of young people are killed going to 

school and coming out of school or hanging out at the school. So 

I think that, you know, while this committee can do some work to 

make schools safer from gun violence, you know, my personal belief 

is that we need to do something in tandem with trying to reduce 

gun violence outside the school—and that has to do with gun violence prevention—this is something that everybody should be 

thinking about. 

Mr. Palmer, you know, couple years ago, I was the chairwoman 

here on Healthy Families and Communities Subcommittee and I 

had a hearing on cyber bullying, and even to this day, we do not 

have enough information in our schools to talk about cyber bullying. 

We have worked with many, many organizations, Girl Scouts of 

America, who found out their young ladies some of them the worst 

of those that were actually, we used to call it ‘‘picking on a kid’’. 

It is not that way anymore and something that goes on Facebook 

is there forever, and we need to do more on that and I think that 

is important and that is something that can be done within the 

school. 

So I understand what you went through and I really appreciate 

that you took that and made it your career to help others and I 

think that is extremely important and unfortunately some of these 

sad things that happen in our lives makes us activists in one way 

or the other. 

But Mr. Canady, I was interested in what you were saying. You 

mentioned that the school resource officers should always operate 

with a memorandum of understanding between law enforcement 

and the school district. Is this always the case? 

Mr. CANADY. I am sorry, I couldn’t hear the last part. 

Mrs. MCCARTHY. In your testimony, when you were speaking, 

you had said that the school and the SROs should actually have 

a memorandum of understanding on how to work together. 

Mr. CANADY. Yes—— 

Mrs. MCCARTHY. Is this always the case? 

Mr. CANADY. I understand the question now. It is not always the 

case, unfortunately. It should be. That is the foundation for a program to be successful. Without that, it is very difficult for it to succeed. 

So the MOU is one of the things we have been teaching for 23 

years now, and I see that as to some degree, not that I know the 

details, but it appears to me that is what is happening in Denver 
39 

is that the city and school district are coming together and putting 

an MOU in place and agreeing to work together. 

Mrs. MCCARTHY. And when we talk about possibly if it is only 

10 percent of having school resources, SROs in the schools, obviously what we are going through here, whether the money comes 

from Washington, goes down to the state from the state to our 

schools, we are not going to have, never have the resources that are 

needed unfortunately. 

But I also believe very, very strongly as we, many of us have 

been working on reducing gun violence, a strong component of that 

is really to be able to have mental health providers in schools, 

whether they are psychologist, psychiatrists. I don’t know too many 

schools that have a psychiatrist, inside the school, talk to the 

teachers. 

The teachers can pick out these young people that have problems 

right away, but then how do we get the parents to react to that. 

So these are a lot of things that I happen to think this committee 

should really be looking into because if we are going to keep our 

schools as safe as possible, I think that we really, really have to 

have a comprehensive program. 

Thank you. 

Chairman KLINE. The gentlelady’s time has expired. We are looking at votes probably in the next 20 to 25 minutes. So after discussion with the ranking member, I am going to reduce members’ time 

to 3 minutes instead of 5 minutes so pay attention. 

Mr. Rokita, you are recognized. 

Mr. ROKITA. Thank you, Mr. Chair. 

I also want to thank all of you for your testimonies. It has been 

very educational for me. I happen to be the subcommittee chair for 

K-12 here on this committee and I share Ranking Member 

McCarthy’s comments as well on everything she said on these 

issues. 

So let me quickly—I also happen to be a member of the budget 

committee here in the House and so my mind especially this time 

of year turns to that type of work. 

For Mr. Bond, maybe Mr. Ellis as well and anyone else who 

wants to respond, how much does it cost local school districts to develop and implement a school safety plan? Especially noting that 

it is a living document. 

Mr. BOND. School safety plan is just part of what goes into being 

the administrator and professional development. A day of professional development, 1 day of professional development costs one, 

two-hundredths of the school’s budget. 

Mr. ROKITA. Okay. 

Mr. BOND. So—— 

Mr. ROKITA. Mr. Ellis, anything to add to that? 

I don’t mean to cut you off, but—— 

Mr. ELLIS. I think the simple answer is it depends. It depends 

on the expertise—— 

Mr. ROKITA. Are you a lawyer? [Laughter.] 

Mr. ELLIS. No, I am not. I think—if I could finish—it depends on 

the expertise available in the school system. It depends on the expertise available in the local community, for instance through the 

Office of Emergency Management and locality, what kind of re-
40 

sources can come to bare to assist the school to develop those kinds 

of plans. 

Mr. ROKITA. Do any of you know if there is any specific federal 

program or funding that goes to helping plan these or create these 

plans? 

Mr. ELLIS. There used to—— 

Mr. BOND. Title—— 

Mr. ROKITA. Mr. Bond? 

Mr. BOND. Title IV that used to exist, Title IV all went to school 

safety in the—— 

Mr. ROKITA. No, but for the planning? Do you have a flexibility 

to use that money to create your plan and implement it? 

Mr. BOND. Title IV allowed you to develop the plan, have professional development on it, bring in expertise, yes, Title IV does that. 

Mr. ELLIS. And there used to be grants—— 

Mr. ROKITA. Mr. Ellis? 

Mr. Ellis [continuing]. Through the Department of Education’s 

Office of Safe and Drug Free Schools, the REMS Grants, the Readiness and Emergency Management in Schools. It is my understanding those do not exist anymore since 2011. 

Mr. ROKITA. Okay. 

Mr. Bontrager, real quick, while I have you here, thank you for 

your presence in Indiana, too. I played hockey just down the street 

from where you guys have 1500 or so employees. 

Your testimony talks about how educators have a lot on their 

plates trying to educate students and are now expected to be—people trying to educate students are now expected to be an expert on 

school security. Can you talk a little bit more about how private 

companies can help to defray some of these costs and so forth? 

And when you put the hardware in, do you kind of just turn it 

over or do you help the training as well? 

Mr. BONTRAGER. So two things. I think a lot of the solutions, a 

lot of the products exist in the market and the schools need to be 

made aware of them as opposed to trying to figure out what can 

we do, we need to find a way to pair them with people that know 

what the opportunities, what the solutions are that can be implemented at those schools. 

And no, the answer to your second question is we provide training specifically for people as simple as locking systems to wireless 

locks. We bring them to our facilities to train the employees in the 

school as to how they work so that they can train others and keep 

the program alive and keep the integrity of the program as the 

years go on. 

Mr. ROKITA. Thank you, all. My time is expired. 

Chairman KLINE. The gentleman’s time has expired. 

Mr. Courtney? And there will be a little bit of latitude here, understanding your connection. 

Mr. COURTNEY. Thank you, Mr. Chairman. 

And again I just wanted to make a note that as someone who 

represents a district that is about a 50-minute drive from Newtown, I really want to thank the chairman for holding this hearing. 

This is the first hearing in the House side since the Sandy Hook 

incident took place and I just want you to know that it has not 

gone unnoticed and hopefully, some of our colleagues in other areas 
41 

of jurisdiction in the house are going to take the incredible outpouring of reaction in response to Newtown as seriously as you did. 

And again, with that, I just, again, want to reiterate my thanks. 

Thank you to the panel. I am sort of an all-of-the-above guy in 

terms of a lot of the ideas that are being presented here today. You 

know, in particular, the teamwork between school resource officers, 

school health base centers, school counselors is something I have 

witnessed repeatedly over the last month and a half or so talking 

to school districts in Connecticut and they are a team when they 

are working the right way. 

And also what I heard is that one of the reasons why it is not 

like the good old days is that kids are coming to school with severe 

diagnosed conditions of mental health illness at shockingly young 

ages and the one item that I heard again, repeatedly, from school 

counselors and educators is the fact that again, even when you 

have got a fairly robust system of counselors and school-based 

health centers, the fact is, is that sometimes you need to refer out 

into the community for pediatric psychiatrists and adolescent psychiatrists. 

And in a state with Yale Medical School and UConn Health Center turning out physicians, this is not an area of profession where 

frankly we don’t have near enough bodies out there to deal. I mean, 

the waiting time for even emergency situations is just, it is really 

just unacceptable. 

And I just want to see, Mr. Pompei if you can sort of confirm that 

experience as well; the need to refer out, which is required sometimes, is really very difficult. 

Mr. POMPEI. Absolutely. School counselors, school nurses, we 

very much are aware of who is in the community. So part of our 

job is that middle person, that collaborator with the communities. 

So we are the person the administrator will come to if they find 

out that there is a need because they know the school counselor 

will have access in their file drawer right, you know, readily available to make sure that they can make those recommendations. 

We work very, very closely with the community-based mental 

health professionals for long-term care and then we collaborate 

with them so once they are getting that long-term care, we can provide the changes that are needed to make a positive transition for 

that student to come back to school, making sure we are working 

with the teachers to say hey, these are triggers for the student and 

making sure that they are getting the training and then meeting 

with the student as follow up for the rest of the school day. 

Mr. COURTNEY. So again, as we try to consider what to do in response to the situation, you know, I think it is important for us to 

know that there is a loan forgiveness program for pediatric and adolescent psychiatry, which through the National Health Service 

Corps, which is going to expire this year, and to me, this is an 

issue which our committee should look at. 

It deals with the needs of young people and it deals with obviously a workforce gap that is out there and we can fix that by reextending that. 

And I would just lastly add, Mr. Bontrager, your point about trying to find a place for people to sort of get best practices, the REMS 

technical assistance program at the U.S. Department of Education 
42 

actually still does exist. They do do webinars. They do have online 

information, but frankly, we should also try and follow that up 

with some more resources, and I don’t know if you want to comment on that, and I will be done. 

Mr. BONTRAGER. Yes, I know it is the TA does exist, but the 

grants are no longer being offered for localities. 

Mr. COURTNEY. Right. 

Mr. OSHER. Could I just then say that the Department of Education has brought the REMS TA Center along with the National 

Center on Safe and Supportive Learning Environments that I lead 

together to make sure that we coordinate our activities in response 

to these issues and to try to make those connections. 

Chairman KLINE. Thank the gentleman. 

Mr. Guthrie? 

Mr. GUTHRIE. Thank you. 

Thank you, Mr. Bond, for coming up from home. I appreciate you 

being here and I know what happened in your school, the tragedy 

was there, as the way you reacted, your school, the Paducah community is something that—I know it still reverberates there and 

we appreciate you coming here to share your experiences because 

hopefully there are very few people that have the experiences you 

have and you can share those to other schools. 

But my question I guess since in 1998, the legislature passed in 

Kentucky the school safety at Eastern Kentucky University bullying and all the things that went forward. And since 1997, you 

have now in school safety, what now that you knew then, what 

have you learned or what do you think is available to professional 

development, what you would have learned, what your teachers 

learn—I know this is very speculative—but if you knew then, what 

you know now, do you think Mr. Carneal would have been prevented from doing what—other than—hopefully a kid now will say, 

‘‘I saw a gun at school.’’ Hopefully that—that would hopefully be 

evident, but what other things? Because I understand he was a 

mentally ill and troubled student in a lot of ways. 

Mr. BOND. I think what I have learned, Mr. Guthrie, is that communication cannot be replaced with anything; money, any commitment, communication with the people involved in the school, the 

trusting each other, understanding that we are all responsible for 

each other cannot be replaced by locks, police officers, cameras. 

That is the ultimate thing that we have to develop. We all play a 

part of that; SROs, counselors, principals, school nurses. We are all 

in this together. 

Mr. GUTHRIE. When you see somebody with his behavior now 

today, there are—I mean, he was a loner, understanding a lot of 

the—— 

Mr. BOND. No, sir. Mr. Carneal was an A/B student. He was in 

the band. 

Mr. GUTHRIE. I knew he did well, but I—— 

Mr. BOND. His father was an attorney. His sister was a valedictorian. 

Mr. GUTHRIE. Yes, I have met her. 

Mr. BOND. He wasn’t a loner. He had never had a disciplinary 

write up in his life. 

Mr. GUTHRIE. It just—— 
43 

Mr. BOND. He had never been in the principal’s office for being 

in trouble until he brought all those guns and killed those people. 

Mr. GUTHRIE. Because that would be difficult to spot somebody 

like that. That is what the concern is, I guess. We appreciate you 

Mr. Pompei went to the counseling—how you—— 

Mr. POMPEI. Well, I hear from my colleagues in like sometimes 

when school counselors will go into a lesson in a classroom and I 

have been in a classroom where I have noticed a behavior that in 

our—you know, training that school counselors get when we get 

credentials, that sometimes we notice things that teachers or an 

administrator that never had that training can spot. 

And then that is when we will start to work with that student 

so that we can deal with and try to, you know, probe and find out 

if something is going on there. I am not saying that a school counselor would have been able to identify that, but it is very common 

for a school counselor to spot things because of the training we receive that other educators at the school system might not. So—— 

Mr. GUTHRIE. Thank you. 

I yield back. 

Chairman KLINE. Gentleman’s time has expired. 

Ms. Wilson? 

Ms. WILSON. Thank you, Mr. Chair. 

I think that in every tragic incident we have within school violence we always end up saying someone should have done something or someone could have done something to prevent this and 

I think that there is not a one-size-fits-all for all schools. 

I represent a school district, two school districts; one that has a 

full police force, the other has just a few SROs, but that is the difference in the school districts. But I think one thing that should 

be available to all schools is enough counselors, enough social 

workers, and mentors for the children. That is all of them. Whether 

they have SROs or whatever else they have, and I don’t think it 

is so much for the counselor to detect who needs help. 

The way that the funding is now for counselors, there are so few, 

so children who have problems relating to their parents, relating 

to their peers, they don’t have anyone that they really trust in the 

school to speak with because there are so few counselors and they 

are always busy. They are planning for college and testing, et 

cetera. 

So the one thing I think we need to do is expand the pool of 

school counselors, and social workers who can make home visits 

after the school counselor gives them recommendations and also 

mentors from the community because a lot of times it is just a matter of miscommunication. ‘‘I don’t know who I could have gone to 

for help.’’ 

And I have had the opportunity to talk to so many children who 

are in prison, in jail, with just one person being available to help 

them through a bad day, to help them through anger, to help them 

through bullying, to help them through mommy and daddy getting 

a divorce, or mommy getting beat-up the night before, or mommy 

is a crack addict, whatever. 

But to me, I would like to find out from the panel: how do you 

feel about increasing the numbers of counselors? I heard someone 

say that one school had a counselor for every grade level. What a 
44 

difference it would make for children in schools. And I would like 

to get your reaction. I am a former school principal and—— 

Chairman KLINE. The gentlelady’s time has expired. 

I think it is an excellent question. We would like to get that for 

the record if we could from the witnesses. We can get the response. 

Ms. WILSON. Thank you. 

Chairman KLINE. Ms. Bonamici? 

Ms. BONAMICI. Thank you very much, Chairman Kline and 

Ranking Member Miller, for having this important hearing. 

And thank you to the panel for your excellent testimony. I have 

two questions, and in the interest of time, I will ask them both together and then ask for your response. 

First, thank you so much for your discussion about prevention. 

It is so important. And I would like you to perhaps, Mr. Bond and 

Mr. Pompei, talk briefly about that barriers, other than resources, 

which we understand, and the ratio that is too high, what are the 

barriers? Are there student privacy barriers or other barriers to 

prevention? 

My second question has to do with a different kind of school safety and Mr. Ellis, you mentioned natural disasters as a school safety 

issue. Oregon, my state, is due for a major earthquake along the 

Cascadia fault and there are schools that are along that coast there 

that are in the fault zone and will likely result—there will be a tsunami there. And so we have dangers of collapsing buildings and infrastructure and because we are so close to the fault, we don’t have 

very much response time. 

So we take this very seriously, and I wonder if anyone has experience in planning for this type of natural disaster. 

So first the barriers to mental health and then the emergency 

preparedness aspect. Thank you. 

Mr. BOND. I keep coming back to the same thing, communication, 

but schools haven’t adapted to modern communication that kids 

use. In the old days, we could put a box out and say drop a note 

in. Kids don’t drop notes. We could have hotlines. Kids don’t use 

telephones. 

We have to have mechanisms in place where kids can send text 

messages with their concern, e-mail messages with their concern, 

but setting the system up is easy part, but then we have to have 

someone like a counselor that has time to monitor those and follow 

up because if you ask kids to give you information and you don’t 

follow up on that information, you will never get any information 

from that child again. 

You have to follow up with the child’s concern, and we don’t have 

those resources in place to follow up with those children’s concerns. 

Ms. BONAMICI. Thank you. 

Mr. Pompei? 

Mr. POMPEI. And the number one barrier, I know that you mentioned—other than school—the student to school counselor ratio— 

that would be the number one barrier—but as far as school climate 

as a whole and the well-being of the child as a whole, I would say 

the number one—me speaking as a school counselor—would be the 

lack of professional development that is connected to what does research say, what are the research-proven ways that create a safe, 

nurturing, inclusive, welcoming school climate for all kids. 
45 

Very much the professional development is connected to helping 

the students learn algebra, helping the students learn English, 

helping teaching vocabulary, and it has completely avoided the professional development on that topic even though the research has 

the connection; when they feel safe and connected, they are more 

likely to learn. 

Ms. BONAMICI. Thank you. 

And I see that my time has expired, so perhaps I can get some 

response after the hearing on the record about the preparing for 

natural disasters and that safety aspect. 

Thank you, Mr. Chairman. 

Chairman KLINE. Thank the gentlelady, her time is expired, and 

we would appreciate response if you have—you are poised to answer that question about natural response, we would like to get 

that for the record. 

I have held off my questions until the end here trying to make 

sure that we got questions in before we went to vote, and I am not 

going to ask a question now because it is I am sure a lengthy answer, but I just want to make this observation. Listening to the 

discussion here today, how many times your responses, almost everybody, has talked about the need to have a trusted adult and to 

have communications between the students and those trusted 

adults and communications between students and students. 

And it seems to me that is an area where schools will be welladvised to make sure that their staff beyond just the counselors— 

and I very much appreciate that work—and beyond just the officers 

in the school, but for there to be an education training awareness 

program so that teachers and administrators are seen as trusted 

adults and the students can talk to them. 

I was just struck by again and again as we went back and forth 

how that theme continued to play out. 

Let me yield to Mr. Miller for any closing remarks he might 

have. 

Mr. MILLER. Mr. Chairman, again, thank you very much for the 

hearing. I think you heard from our members how important they 

thought this was. 

And thank you again to the panel. I assume we will have additional hearings on this. Thank you. 

Chairman KLINE. Thank the gentleman. 

And again, I want to thank the witnesses. Truly an excellent 

panel. Marvelous resource. Of course we picked you, so I guess we 

get some credit here, but truly marvelous and thank you very much 

for your testimony and your responsiveness. 

And with that the committee stands adjourned. 

[Additional submissions for the record from Mr. Miller follow:] 

Prepared Statement of the Council for Exceptional Children (CEC) and the 

Council for Children with Behavioral Disorders (CCBD) 

The Council for Exceptional Children (CEC) and the Council for Children with Behavioral Disorders (CCBD), a division of CEC, are pleased to offer testimony for the 

House Education and the Workforce hearing, Protecting Students and Teachers: A 

Discussion on School Safety. 

The tragic events that took place in Newtown, Connecticut in December, 2012 

whereby 26 young students and educators were killed by gunfire, must serve as motivation for significant changes at the federal, state and local levels to address violence in our nation’s schools and communities. While this heartbreaking event con-
46 

1 ‘‘Number of Students ages 6 through 21 served under IDEA, Part B, by disability and state.’’ 

U.S. Department of Education, Individuals with Disabilities Education Act Data. Data Accountability Center, n.d. Web. 26 Feb 2013. http://www.ideadata.org/arc—toc13.asp 2 Cornell, Dewey G., and Matthew J. Mayer. ‘‘Why Do School Order and Safety Matter?’’ Educational Researcher. 39.1 (2010): 7-15. Print. 3 Interdisciplinary Group on Preventing School and Community Violence. Call for More Effective Prevention of Violence. Dec. 19, 2012. Web. http://curry.virginia.edu/articles/ 

sandyhookshooting. 4 Borum, Randy, Dewey G. Cornell, William Modzeleski, and Shane Jimerson. ‘‘What Can Be 

Done About School Shootings? A Review of the Evidence.’’ Educational Researcher. 39.1 (2010): 

27-37. Print. 

tinues to capture the national spotlight, we know that, unfortunately, far too many 

of our students experience violence on a regular basis in their schools and neighborhoods. The country is looking to the Congress and the Administration for leadership 

to address the issue of safety in our schools and communities. 

Members of CEC and CCBD serve on the frontline, working in schools with children and youth with disabilities and other at-risk students as special education 

teachers, behavioral specialists, school administrators, or higher education faculty 

who are preparing the next generation of educators. As a result, CEC/CCBD members are professionally trained to understand the complexities of children and youth 

with disabilities, including the 371,600 students1 with diagnosed emotional and behavioral disorders. Through this work, it has become clear that Congress should 

pursue the following policy recommendations: 

1. School safety policy proposals should use an interdisciplinary approach that reinforces a partnership between education, juvenile justice, mental health, social welfare, and community engagement systems; 

2. School safety policy proposals should require implementation of evidence based 

practices that address prevention and response while ameliorating the stigma associated with mental illness; 

3. School safety policy proposals should focus on the impact of mental health challenges on students’ social, educational, and employment outcomes; and 

4. School safety policy proposals should confront and remedy the national shortage 

of special educators and specialized instructional support personnel who are trained 

to address the complex needs of students with mental health difficulties. 

Below, we provide a rationale for the above recommendations. 

First, it is vital that policy proposals—whether at the federal, state, or local 

level—use an approach that reinforces interdisciplinary partnerships between education, juvenile justice, mental health, social welfare, an, including community engagement systems. This approach is necessary because ‘‘school violence is not a single problem amenable to a simple solution but, rather, involves a variety of problems and challenges.’’ 2 While it is tempting to address single issues—such as installing metal detectors at entry points in school buildings—research has demonstrated that it is necessary to address school safety using a comprehensive, coordinated approach. 

Second, in the wake of national tragedies, it has been common to see implementation of policies which represent a knee-jerk response rather than those rooted in evidence and research. It is critical that we learn from past practices and look to research and evidence to determine successful practices and policies. Similar to the 

adage, the best offense is a good defense, we have learned through research and 

practice about the importance of focusing on prevention. In response to the events 

at Sandy Hook Elementary School, over100 national organizations representing over 

4 million professionals in education and allied fields and over 100 prominent researchers and practitioners supported a statement issued by the Interdisciplinary 

Group on Preventing School and Community Violence, which stated, ‘‘Preventing violence and protecting students includes a variety of efforts addressing physical safety, educational practices, and programs that support the social, emotional, and behavioral needs of students.’’ 3

A review of past initiatives must help inform us of how to move forward today. 

Policies such as zero tolerance, which the American Psychological Association found 

to be ineffective; profiling, for which the U.S. Secret Service and U.S. Department 

of Education revealed no accurate or useful demographic or social profile of school 

attackers;4 and other simplistic solutions, have not had their intended effect. 

Instead, school safety policies should encourage strategies that support prevention 

and are rooted in research, such as: 

• Fostering Communication: ‘‘Comprehensive analyses by the U.S. Secret Service, 

the FBI, and numerous researchers have concluded that the most effective way to 
47 

5 Interdisciplinary Group on Preventing School and Community Violence. Call for More Effective Prevention of Violence. Dec. 19, 2012. Web. http://curry.virginia.edu/articles/ 

sandyhookshooting. 6 United States. Department of Education Office of Post Secondary Education. Teacher Shortage Areas Nationwide Listing: 1990-1991 through 2012-2013. 2012. Web. 

prevent many acts of violence targeted at schools is by maintaining close communication and trust with students and others in the community.’’ 5

Practically, this means policies must (1) support professional development and 

training for school staff—including teachers, specialized instructional support personnel, and administrators—regarding effective communication strategies and initiatives; (2) employ a cadre of staff who are professionally trained to address the 

mental health needs of students; and (3) support changes to teacher preparation 

programs which reinforce the importance of communication. • Supporting a Positive School Climate and Connectedness: School climate, which 

impacts school safety, teaching and learning, interpersonal relationships, and institutional environment, according to researchers cited by the U.S. Department of Education, plays an integral role into the academic and social development of students. 

Research has demonstrated that a positive school climate helps create a culture of 

respect, understanding, and caring among educators and students where members 

of the school community feel physically and emotionally safe and secure, and facilitates an environment conducive to learning. 

Practically, this means: (1) embracing whole school reforms that reinforce the important role of having a positive school climate, such as Positive Behavior Interventions and Supports; (2) supporting this shift in mindset with the tools and resources 

needed to foster its implementation, such as professional development and training, 

and (3) data collection and analysis tools to help schools study and respond to local 

school climate information. 

• Addressing Needs of Marginalized Students: ‘‘Research indicates that those students most at risk for delinquency and violence are often those who are most alienated from the school community. Schools need to reach out to build positive connections to marginalized students, showing concern and fostering avenues for meaningful involvement.’’ 

Practically, this means: We need to confront and address the persistent national 

shortage of special educators who are trained to address the complex needs of students with behavioral disorders and the shortage of specialized instructional support 

personnel such as school counselors, school social workers, and school psychologists 

who are underutilized and underemployed in schools. In 2011, the U.S. Department 

of Education reported a shortage of special educators in every state, continuing a 

decades-long trend.6

• Increasing school based mental health services: School based mental health 

services for purposes of screening, providing direct services, engaging and supporting families, and serving as a connection to community based supports, are critical to providing the prevention, response, and treatment that are so vital to students’ well-being. We must confront the stigma associated with mental health problems through multiple avenues, including making it an integral part of our educational system. 

Practically, this means: Addressing the national shortage of special educators and 

specialized instructional support personnel by reducing the ratios of students to 

school counselors to 250:1, school social workers to 250:1, school psychologists 

1,000:1, school nurses (750:1) and often increasing the number of other professionals 

who are specifically trained to address the mental health needs of students. In many 

schools, these professionals carry a caseload that far exceeds the recommended ratios above and far too often, no school-based mental health and student service providers are available to assist students in times of crisis, or at any other time. 

In closing, CEC/CCBD stands ready to work with members of Congress to promote policies and meaningful actions not only to address violence in our nation’s 

schools and communities but to create solutions that are rooted in safety, prevention, and an interdisciplinary approach. 

Prepared Statement of the NAACP Legal Defense and 

Educational Fund, Inc. 

I. Introduction 

The horrific killing of 26 children and adults last December at Sandy Hook Elementary School in Newtown, Connecticut shook our nation to its core. We continue 

to grieve with the families of those lost in the senseless act of violence, as well as 
48 

those in Newtown who face continual reminders of the loss of their friends and 

neighbors. We thank Chairman Kline, Ranking Member Miller, and Members of the 

Committee for convening a hearing to discuss this very important issue. 

It is intuitive that safe schools are essential to student learning. If students are 

not safe or feel threatened, they cannot learn. Experience and research show us that 

the right policies and practices implemented to achieve school safety can have powerful effects that transcend preventing danger in schools. Indeed, such measures can 

also lead to increased academic performance, higher graduation rates, and lower 

rates of disciplinary infractions. Conversely, some well-intended but ill-conceived 

practices implemented in the name of safety can lead to lower academic performance, dropping out of school, and higher rates of involvement with the juvenile and 

criminal justice systems, especially for students of color. Both the impressive potential of well-founded school safety practices and the damaging effects of misguided 

approaches make this issue central to any discussion regarding educational opportunity. 

The tragic shootings at Sandy Hook Elementary School have reminded us that 

even public schools, some of our nation’s safest places, can experience unspeakable 

violence. Since Sandy Hook, several proposals aimed at improving the safety of 

schools by increasing the number of security personnel have come forth. The National Rifle Association (NRA) suggested that every school in America should have 

an armed police officer.1 Maricopa County, Arizona, Sheriff Joe Arpaio has placed 

500 armed, uniformed volunteers outside the schools in his county.2 And close to 

Washington D.C., Prince George’s County, Maryland, has proposed creating a new 

police force for schools.3 Likewise, Montgomery County, Maryland aims to double 

the number of School Resource Officers for schools within the county.4

Although we all seek to ensure the safety of all schoolchildren, proposals such as 

those described above ignore the lessons from previous tragedies about what works 

to prevent school violence. We urge the Committee to help our nation learn from 

such tragedies in crafting legislative solutions to this one. 

II. ‘‘Zero-Tolerance’’ Policies and School Police Have Not Meaningfully Improved 

School Safety 

Following tragic shootings like that at Columbine High School in Littleton, Colorado, many states and school districts have adopted and implemented ‘‘get tough’’ 

approaches to monitoring school environments, such as zero-tolerance policies.5

Many also dramatically expanded the use of security equipment, such as metal detectors and surveillance cameras, as well as deploying additional police in schools.6

While well-intended, history and experience have shown that these approaches to 

school safety fail to address the actual issues that negatively impact students and 

school safety.7

Designed to address only the most serious school-based incidents, both zero-tolerance disciplinary policies and police presence in schools are far too often applied to 

routine instances of student misbehavior. While there is no indication that student 

behavior has worsened, school discipline rates are at their all-time highs, double 

what they were in the 1970s.8 The Department of Education’s most recent Civil 

Rights Data Collection shows that, in the 2009-2010 school year, over 3,000,000 students were suspended.9 Meanwhile, students who attend schools with embedded law 

enforcement personnel are frequently confronted with citations, summonses, and 

even arrested for non-criminal behavior.10 At a statewide level, the effect is alarming: for example, in Florida, almost 17,000 students per year in the 2010-2011 

school year, that is, 45 per day, were referred to juvenile courts by school-based law 

enforcement.11 The overwhelming majority of these referrals were for misdemeanors, such as disruption of a school function or disorderly conduct.12

Students of color, African Americans in particular, suffer disproportionately from 

these approaches. The Department of Education’s Civil Rights Data Collection indicates that ‘‘across all districts, African-American students are over 31⁄2 times more 

likely to be suspended or expelled than their white peers.’’ 13 State-level data suggests similarly stark racial disparities in students’ contact with police. For example, 

African-American students were three and half times more likely to be arrested in 

school than White students in Delaware in 2010-2011.14 That same year, African 

Americans comprised only 21% of Florida school enrollment, but accounted for 46% 

of all school-related referrals to law enforcement.15

A wealth of research indicates that reliance on police and exclusionary discipline 

are ineffective at making schools safer. The American Psychological Association has 

found that there is no evidence to support the suggestion that using suspension, expulsion, or zero-tolerance policies results in increases in school safety or improvements in student behavior.16 In fact, exclusionary discipline practices have negative 

effects on student academic performance: students who are suspended and/or ex-
49 

pelled, especially those who are repeatedly disciplined, are far more likely to be held 

back a grade, drop out of school, or become involved in the juvenile or criminal justice system than are students who do not face exclusionary discipline.17 Moreover, 

students who are arrested are two times as likely to drop out as their peers.18

The individuals experiencing arrest or exclusionary discipline are not the only 

ones who are harmed by these practices. Indeed, research shows that schools with 

high suspension rates score lower on state accountability tests, even when adjusting 

for demographic differences.19 And when schools involve police in disciplinary measures, schools can alienate students and create distrust, thus undermining order and 

safety.20

Involving courts and police in addressing school matters exacts a high financial 

toll on the nation. The Texas Public Policy Foundation has called for reforms to 

school-to-court referral practices because of their high costs and low levels of effectiveness.21

Last December, during a Senate Judiciary Subcommittee hearing, Acting Administrator for the Department of Justices’ Office of Juvenile Justice and Delinquency 

Prevention Melodee Hanes testified to the high cost and debilitating administrative 

burden placed on juvenile courts and juvenile detention facilities created by the high 

number of school-to-court referrals for school-based misconduct that is more appropriately dealt with in the context of school discipline.22

III. School Violence Is Best Prevented by Building Trust between Students and Educators 

In the aftermath of the shootings at Columbine High School, the U.S. Department 

of Education and the Secret Service explained that the best way to prevent violence 

targeted at schools is to improve connectedness and communication between students and educators.23 If students feel they can trust an educator, they are far more 

likely to share any tips on, or fears about, school safety as well as any personal concerns about bullying, harassment, and discrimination.24 There are several proven 

approaches to improving a school’s learning environment that help build trust between students and teachers. 

Notably, recent research suggests that involving police in school discipline can 

breed student alienation and distrust, severing the connectedness for which both ED 

and the Secret Service have called.25

School-Wide Positive Behavior Support (SWPBS) is an evidence-based approach to 

school discipline shown to reduce disciplinary referrals, support improvements in 

student attendance and academic achievement, and improve teacher perceptions of 

school safety.26 Schools implementing SWPBS define and teach school-wide expectations for student conduct and acknowledge students’ positive behavior.27 SWPBS 

schools monitor trends in disciplinary data to guide school-wide interventions. For 

example, a significant number of disciplinary referrals originating in a hallway 

could spur a school to station more teachers there during passing periods. Similarly, 

schools provide targeted and individualized supports to students who receive more 

disciplinary referrals than others. Such supports can be as simple as regular checkins with one educator and as intensive as wraparound services for those students 

whose needs warrant them. 

Over 16,000 U.S. public schools have received training in SWPBS.28 When two Illinois middle schools merged to form Alton Middle School in 2006, the school’s disciplinary rates spiked significantly. After implementing SWPBS and training teachers in addressing racial bias, Alton became a far more orderly school and reduced 

its suspension rate by 25% with the most significant drop of African-American students.29

Restorative Justice is a promising approach to resolving conflicts within a school 

community in ways that strengthen bonds among students and between students 

and educators.30 To promote reconciliation and mutual responsibility, schools implementing restorative justice engage all members of the school community affected by 

a conflict in addressing and resolving it. Denver Public Schools revised its discipline 

code around the principles of restorative justice and has cut its suspension rate in 

half, its expulsion rate by a third, and its rate of referrals to law enforcement by 

ten percent since then.31

School Offense Protocols are being implemented in jurisdictions in Georgia, Connecticut, and Kansas, among other states.32 Piloted in Clayton County, Georgia, 

school offense protocols delineate between matters of safety, to be handled by law 

enforcement, and matters of discipline, to be handled by educators.33 After a 1248 

percent increase in court referrals from schools, 90% of which were for misdemeanors, the Clayton County Juvenile Court convened representatives from the 

school district, law enforcement, and mental health and wellness providers.34 The 

resulting protocol has led to a near 70 percent drop in court referrals from schools 
50 

and a 24 percent increase in graduation rates.35 Notably, the school district’s referral rates for weapons possession (mandatory referrals under state law) dropped by 

over 60 percent since the protocol’s implementation.36

IV. Recommendations 

1. Support best practices in school climate to improve trust and help prevent 

school violence. 

The Positive Behavior for Safe and Effective Schools Act (H.R. 3165, 112th Cong.) 

and the Restorative Justice in Schools Act (H.R. 415, 112th Cong.) would facilitate 

training in, and implementation of, the best practices described above and would be 

essential additions to a reauthorized Elementary and Secondary Education Act 

(ESEA). 

2. Monitor school climate to provide assistance—not punishment—to schools from 

local and state educational agencies. 

School discipline and climate should serve as indicators of a school’s success or 

needs and should be monitored with attendance, achievement, and graduation rates. 

Representative George Miller’s Amendment to the Student Success Act (H.R. 3989, 

112th Cong.), which would track school discipline rates as an indicator of school improvement in persistently low-achieving schools, is a promising example. 

3. Support the development of comprehensive local or regional strategies to improve student safety while reducing the number of youth entering the justice system. 

Congress should promote expanded educational opportunities for youth by supporting community-based solutions such as those implemented in Clayton County 

(described above). Funds should go toward the development and implementation of 

multi-year, comprehensive local or regional plans to reduce the use of exclusionary 

discipline and the number of youth entering the juvenile and criminal justice systems. The Youth PROMISE Act (H.R. 2721, 112th Cong.) would help support this 

purpose. 

ENDNOTES

1Wayne LaPierre, Remarks at NRA Press Conference (Dec. 21, 2012) (transcript available at 

http://www.nytimes.com/interactive/2012/12/21/us/nra-news-conference-transcript.html). 2 Nirvi Shah, Nations, Districts Step Up Safety, Education Week, Jan. 23, 2013, at 1. 

3Donna St. George & Ovetta Wiggins, Schools Taking Serious Look at Putting Armed Police 

in Schools after Massacre, Wash. Post, Feb. 7, 2013, at A1. 4 Id. 

5 Russell Skiba et al., Are Zero Tolerance Policies Effective in the Schools? A Report by the 

American Psychological Association Task Force 23-25 (2006), available at http://www.apa.org/ 

pubs/info/reports/zero-tolerance-report.pdf. 6 Id. 

7See, Amanda Petteruti, Justice Policy Institute, Education Under Arrest: the Case against 

Police in Schools (2011). 8 Johanna Wald and Daniel Losen, Defining and Redirecting a School-to-Prison Pipeline. In 

Wald & Losen (Eds.), New Directions for Youth Development (no. 99; Deconstructing the Schoolto-Prison Pipeline) 9-15 (2003). 9Daniel Losen and Jonathan Gillespie, Opportunities Suspended: the Disparate Impact of Disciplinary Exclusion from School 6 (2012). 10See, Amanda Petteruti, supra note 7. 11Florida Department of Juvenile Justice, Delinquency in Florida’s Schools: A Seven Year 

Study 3 (2011), available at http://www.djj.state.fl.us/docs/research2/2010-11-delinquency-inschools-analysis.pdf?sfvrsn=0. 12 Id. at 8-9; ACLU of Florida, Advancement Project, & Florida State Conference of the 

NAACP, Still Haven’t Shut Down the School-to-Prison Pipeline 6-8 (2011). 13OFFICE FOR CIVIL RIGHTS, U.S. DEPARTMENT OF EDUCATION, CIVIL RIGHTS 

DATA COLLECTION SUMMARY 2 (2012). http://ocrdata.ed.gov/Downloads/ 

CMOCRTheTransformedCRDCFINAL3-15-12Accessible-1.pdf. Despite being only 18% of students in the Civil Rights Data Collection sample, African-American students were 35% of students suspended once, 46% of those suspended more than once, and 39% of students expelled. 

Furthermore, the CRDC indicates that ‘‘Over 70% of students involved in school-related arrests 

or referred to law enforcement are Hispanic or African-American.’’ 14 Chief Judge Chandlee Johnson Kuhn, Family Court of the State of Delaware & Kerrin C. 

Wolf, Fightin’ and Fussin’: An Examination of School Arrests, Adjudications, and Dispositions 

in Delaware (presentation on file with the authors). 15Florida Department of Juvenile Justice, supra note 11 at 3. 16Skiba et al, supra note 5 at 71-79. 17Tony Fabelo et al., Breaking Schools’ Rules: A Statewide Study of How School Discipline 

Relates to Students’ Success and Juvenile Justice Involvement x, 40-46, (2011). 18Gary Sweeten, Who Will Graduate? Disruption of High School Education by Arrest and 

Court Involvement 23 JUST. Q. 462 (2006). 19Skiba et al, supra note 5 at 44-48. 20Matthew J. Meyer & Peter E. Leone, A Structural Analysis of School Violence and Disruption: Implications for Creating Safer Schools, 22 Education and Treatment of Children 333, 352 
51 

(1999) (finding highly-restrictive efforts to control students by involving police in school disciplinary matters cause higher levels of school disorder by diminishing students’ belief in the legitimacy of school staff authority); Randall R. Beger, The Worst of Both Worlds, 28 Crim. Just. 

Rev. 336, 340 (2003) (finding that aggressive security measures produce alienation and mistrust 

among students which, in turn, can disrupt the learning environment and create an adversarial 

relationship between school officials and students). 21 Right on Crime, Priority Issues: Juvenile Justice (2010), at http://www.rightoncrime.com/ 

priority-issues/juvenile-justice/. 22 Ending the School to Prison Pipeline: Hearing Before the Subcomm. on the Constitution, 

Civil Rights, and Human Rights of the S. Comm. on the Judiciary, 112th Cong. 2-3 (statement 

of Melodee Hanes, Acting Administrator for the Department of Justices’ Office of Juvenile Justice and Delinquency Prevention). 23 U.S. Secret Service and U.S. Department of Education, The Final Report and Findings of 

the Safe Schools Initiative: Implications for the Prevention of School Attacks in the United 

States (May 2002), available at http://www.secretservice.gov/ntac/ssi—final—report.pdf. 24 Id.; Dewey G. Cornell et al. A Call for More Effective Prevention of Violence (Dec. 19 2012), 

available at http://curry.virginia.edu/articles/sandyhookshooting. 25Mayer & Leone, supra note 28. 26 Robert H. Horner et al, A Randomized Wait-List Controlled Effectiveness Trial Assessing 

School-Wide Positive Behavior Support in Elementary Schools, 11 J. POSITIVE BEHAVIOR 

INTERVENTIONS 133 (2009). 27See generally, George Sugai & Brandi Simonsen, Positive Behavioral Interventions and 

Supports: History, Defining Features, and Misconceptions (2012), available at http:// 

www.pbis.org/school/pbis—revisited.aspx. 28 Id. 29Matt Cregor, Emphasize the Positive and Personal, Education Week, Jan. 10, 2013, at 40. 30See generally, Sharon Lewis, International Institute for Restorative Practices, Improving 

School Climate: Findings from Schools Implementing Restorative Practices (2009). 31 Advancement Project. Test, Punish, and Push Out: How ‘‘Zero Tolerance’’ and High-stakes 

Testing Funnel Youth into the School-to-Prison Pipeline 35 (2010); Cregor, supra note 36. 32 Ending the School to Prison Pipeline: Hearing Before the Subcomm. on the Constitution, 

Civil Rights, and Human Rights of the S. Comm. on the Judiciary, 112th Cong. 5-6 (statement 

of the Honorable Steven C. Teske, Chief Judge, Juvenile Court of Clayton County, GA). 33 Id. at 3. 34 Judge Steven C. Teske & Judge J. Brian Huff, The Court’s Role in Dismantling the Schoolto-Prison Pipeline, Juv. & Fam. Justice Today, Winter 2011, at 16, available at http:// 

www.ncjfcj.org/sites/default/files/Today%20Winter%202011Feature%20%282%29.pdf. 35Statement of the Honorable Steven C. Teske, supra note 39 at 3 & 4. 36Steven C. Teske, A Study of Zero Tolerance Policies in Schools: A Multi-Integrated Systems 

Approach to Improve Outcomes for Adolescents, 24 J. of Child & Adolescent Psychiatric Learning 88, 93 (2011), available at http://www.ncjfcj.org/sites/default/files/ 

Zero%20Tolerance%20Policies%20in%20Schools%20%282%29.pdf. 

Prepared Statement of the National Disability Rights Network (NDRN) 

The National Disability Rights Network (NDRN) would like to thank Chairman 

Kline, Ranking Member Miller, and the members of the Committee on Education 

and the Workforce, for focusing their attention on the importance of ensuring that 

students are safe when they go to school. The tragic events that took place in Newtown, Connecticut magnify the importance of addressing this issue. Ensuring that 

schools are safe for students to learn and for teachers to teach must be at the forefront of any discussion. The expectation cannot be that children will develop academic and social skills necessary for them to be successful adults, if they do not feel 

safe at school. As recognized in the testimony of Mr. Pompei and Mr. Osher, the 

emotional and social needs of students must be addressed, if we expect students to 

learn academic subjects. Negative school climates, bullying, restraint and seclusion, 

and other practices, lead to students not feeling safe in school, and, as a result, 

dropping out, being suspended or expelled. Students deserve safe and supportive 

schools that implement evidence-based practices that create positive school climates, 

and schools where students feel safe. 

NDRN is the national membership association for the Protection and Advocacy 

(P&A) System, the nationwide network of congressionally-mandated agencies that 

advocate on behalf of persons with disabilities in every state, the District of Columbia, Puerto Rico, U.S. territories (American Samoa, Guam, U.S. Virgin Islands, and 

the Northern Mariana Islands), and there is a P&A affiliated with the Native American Consortium which includes the Hopi, Navaho and Piute Nations in the Four 

Corners region of the Southwest. NDRN and the P&As promote a society where people with disabilities enjoy equality of opportunity and are able to participate fully 

in community life by exercising informed choice and self-determination. For over 

thirty years, the P&A System has worked to protect the human and civil rights of 

individuals with disabilities of any age and in any setting. Collectively, the P&A 

agencies are the largest provider of legally-based advocacy services for persons with 

disabilities in the United States. P&A agencies use multiple strategies to ensure the 
52 

rights of persons with disabilities are protected including information and referral, 

monitoring, investigations, and individual and systemic advocacy. In addition, P&A 

agencies engage in training for stakeholders (e.g., parents, teachers, administrators, 

state and local government officials, and advocates) on a wide range of disability 

issues. 

Although today’s hearing focuses on the context of how to create schools that are 

safe, as Mr. Bond recognizes in his testimony, it is critical that safety in schools 

is addressed in the greater context of safety in the community. In recent years, the 

media have reported on both natural and man-made emergencies including but not 

limited to shootings on college campuses, malls and movie theaters, in addition to 

numerous natural disasters and other forms of violence within and outside of 

schools. The work of the P&As and NDRN in the dual arenas of emergency preparedness, response and recovery, and representation of students with disabilities, 

makes the P&As and NDRN uniquely qualified to provide a perspective on the topic 

of today’s hearing. 

Emergency Preparedness, Response and Recovery 

Emergency preparedness, response and recovery have been a priority for P&A 

agencies and NDRN for many years. This has included work by the P&As and 

NDRN on the Katrina Aid for Today Project as well as memoranda of understanding 

or agreement with the American Red Cross and Federal Emergency Management 

Agency, developed to enhance collaboration during disasters. 

Making School Safe for All Students 

With regard to the education of students with disabilities, the P&As in many 

states use 20 percent or more of their budgets to work on a range of issues impacting students with disabilities. 

For example: 

The Minnesota Disability Law Center (MDLC) advocated for a six-year-old boy 

with Asperger Syndrome and a sensory processing disorder. The student had experienced numerous issues in school and was being frequently physically restrained or 

suspended. In one instance, he was physically restrained when he refused to come 

out from his hiding place under a table. The boy told his parents that a school staff 

person had dropped him and hurt his arm. His parents were concerned for his safety—that their son was not in the proper program or getting the services he needed. 

MDLC staff reviewed his school records and discovered that the boy was being restrained on a weekly basis and had been suspended for more than 13 days for behavior due to his disability. The school had not conducted a manifestation determination review and had not provided the parents with proper notices about the use 

of restraints. A manifestation determination review (MDR) is a legal process intended to ensure that a student is not punished for behavior related to his or her 

disability. With MDLC’s assistance, a proper functional behavior assessment (FBA) 

was conducted. An FBA evaluates data to determine the reason behind a student’s 

misbehavior. The FBA results confirmed that the boy’s placement was not an appropriate placement. The boy was then placed in an autism-based sensory program 

which was a better fit for him. MDLC assisted the parents in filing a complaint with 

the Minnesota Department of Education (MDE). As a result of this complaint, the 

school district was found to be in violation for failing to conduct an FBA and for 

using restraints without proper training and reporting. MDE found that the boy had 

been denied a free and appropriate public education (a violation of the special education law) and ordered compensatory educational services for him. Following proper 

evaluations and an appropriate placement, the boy now enjoys going to school and 

is making great gains. He has not been suspended or restrained since, even in an 

emergency. 

Disability Rights New Jersey (DRNJ) intervened on behalf a 17 year-old young 

man who has Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities. The student’s mother contacted DRNJ because her son had been suspended 

from school for nine days for fighting with another student. When he tried to return 

to the school following the suspension, the school principal refused to allow him to 

return to school and he was sent home. 

The student went without any educational services for a couple of weeks until the 

school district began providing him with homebound instruction. A month after the 

suspension began; the district finally conducted a MDR and found that the behavior 

in question was a manifestation of his disability. As such, he could not be punished 

for it with a suspension of longer than ten days. The Individualized Education Program (IEP) team, the team that determines his school program, agreed to send him 

to a different in-district school, but failed to provide transportation so he was unable 

to attend. 
53 

1 ‘‘Education Under Arrest: The Case Against Police In Schools’’ J.P.I., November 2011, 

http://www.ceep.indiana.edu/projects/PDF/PB—V4N10—Fall—2006—Diversity.pdf; http:// 

www.dignityinschools.org/sites/default/files/ 

DSC%20National%20Pushout%20Fact%20Sheet%2012.10.pdf; http://www.ncset.org/publications/viewdesc.asp?id=425 

DRNJ intervened with the district and had the district arrange transportation so 

that he could return to school. DRNJ also filed a complaint with the New Jersey 

Office of Special Education (OSE) seeking compensatory services for the time that 

he missed from school and for corrective action regarding the district’s discipline 

procedure. OSE investigated the matter and found that the district had violated the 

Individuals With Disabilities Education Act’s ( IDEA’s) discipline procedures by failing to conduct a manifestation determination review before the 10th day of suspension and for failing to begin home instruction by the 5th day of his suspension. OSE 

ordered that the district conduct an in-service training for all administrators as well 

as child study team members on discipline procedures for individuals with disabilities. In addition, OSE ordered compensatory services for the student. 

School Resource Officers 

The National Center on Education Statistics, defines a school resource officer as 

a ‘‘career law enforcement officer, with sworn authority, deployed in community-oriented policing, and assigned by the employing police department or agency to work 

in collaboration with school and community-based organizations.’’ School Resource 

Officers (SROs) are often a partner in our current emergency preparedness community. In order to ensure they are available to keep students safe, it is critical that 

they are allowed to provide the service for which they are trained. 

Law enforcement should be used only to protect school safety—never to implement garden variety school discipline. Discipline that does not directly impact school 

safety is best left to educators who are trained to address it. Students are more likely to confide safety concerns to SROs if they are not also acting as assistant principals, and it would be tragic if an SRO were unavailable to stop an armed assailant 

from entering the school building because she was at the office with a student 

caught doing something non-violent, like text messaging in class. 

As sworn police officers, SROs are typically accountable first to the police department, and second to the school district. Schools and police departments need clear, 

written agreements that specify what the SRO’s roles and duties will be. SROs need 

additional training beyond the typical law enforcement training about student behavior. In the same vein, we support the President’s call for training teachers on 

the behavioral needs of students in the context of the classroom, and recognize its 

importance in improving school climate. School children are not small adults. Recent 

advances in medical imaging have supported what parents know—that young people 

actually think and reason differently than adults do. 

It is unfair to ask any school staff or SRO to manage student behavior without 

providing the tools necessary to keep everyone safe. There are school wide practices 

that have been proven to reduce school conflict and are widely accepted in the education community. These include ‘‘Positive Behavior Interventions and Supports’’ 

(PBIS) and restorative justice practices. In addition to these, SROs should be 

trained in, child and adolescent development, techniques for working with youth 

with disabilities, including youth with mental health needs, and de-escalating violent situations. Without this training, SROs cannot effectively increase safety in our 

nation’s schools. 

Education and youth advocates oppose increasing the number of SROs. Evidenced 

based practices like those above, protect students without the negative impact on 

particular groups of children, as occurs currently with SROs. 

We have over fifteen years of experience to inform us on the negative impact of 

increasing law enforcement in school, especially on children of color and children 

with disabilities. A recent study by the Justice Policy Institute[2] (JPI) found that 

increase in law enforcement presence, especially in the form of SROs, coincided with 

increases in referrals to the justice system for minor offenses like disorderly conduct. According to the JPI, these referrals have a lasting effect on youth, as arrests 

and referrals to the juvenile justice system disrupt the educational process and can 

lead to suspension, expulsion, or other alienation from school. It is well documented 

that students with disabilities are more likely to drop-out of school or be suspended 

or expelled when compared to their peers without disabilities.1

NDRN firmly believes that additional SROs should not be placed in schools that: 

1) have no school based mental health professionals, or 2) have school-based mental 

health professionals in ratios far below those recommended by their professional organizations, as documented by Mr. Pompei in his testimony. Prevention, by meeting 
54 

the needs of all students before a crisis erupts, is the most critical part of any plan 

to ensure school safety. 

We can choose not to set youth on a track to drop out of school that puts them 

at greater risk of becoming involved in the justice system later on, all at tremendous 

costs for taxpayers, the youth and their communities. One significant step is to ensure that SROs provide a school safety rather than a school discipline function, their 

roles are limited, clear and well defined, and they are specifically trained to work 

with children and youth. 

The examples above show only a sample of the range of work that P&As engage 

in everyday to ensure students with disabilities are safe at school. Again, thank you 

for holding this important hearing, NDRN and the P&A System are eager to work 

with the Education and Workforce Committee to ensure all students are feel safe 

when they enter school each day. 

[Additional submissions from Mr. Osher follow:] 
55 

How Can We Improve School Discipline? 

David Osher. Geoo-&e G, Bear. Jeff...., R. Spn£lle •• nd Walter Doyle 

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lmprooi,. ""'-I dio<ipli ... """"'*' an -.Iop<oI """"'"'" •• o:IoooNom __ roc.- "" i ............. ,he eff_1 ....J 

~-"""',"'~.a;,.;,;,.iot-.. .......... "", . ......... <- 1.),;,yIo-. 1006). l.IaIilo 5WP11S .....J I'YU ... ;, .. 

__ .'.,u ....... "._ 

l;>CtU.,.,.._OS",. OlolO..a.. __ 
56 

i ... ,,,,,,, """"'""" '" ,",,...,.,'" ",,,-, d ... ,p"" '" ,h .. " u 

,i-.j" thtqu.Ji.,.<>f,.,.""i'T ,.". "uJen"""",1'Y "',." 

,..", .. tht ... ud.n" ~, n.:., _;.," <kti .... ,,:. ,.,. Io<y 

r.."."" af ,h:" ~ "I'P....d. '" dao.room """~n><"' 

• ..J."..ieo ,I>...."...,.m ",od....I di.dpli ... 

F""" 'n «<>Iop:ooI ponp<a;"'. d_ .. Oft vi.w.d .. , 

hdu..io<>/ "ram ,h" C;I/\ \0< .... l":.lIy dMdtd i"", -ch11 

,6- «>ll).mi"u," ""';.;.,. O<In"",,,, <><II «p<a<fI,i",. patcicu. 

t., ",,"£<m<n, af p',,;"ip .. "~ O<>Ou= o.-d """",. p'IO;"i"... 

,;". """" loco,;"', focal""'''''',. on.,! ,"" lik< (C"",!,> 196')). 

F.>dI O<Inkn' ..... ch.n.<<niotk _<or,,, """"'" do, do:/i,,<> 

,\0< p",.m <>fi""" ........ , fo.-d", ><&m<"'. Subjeco ............ .., 

""""" .. or 1_'"'''' , ... , do',o< _ri.t .. "";.,. <I< ""'" 

i"""",",,,", r.,...';"n ..... ,. n.... PKIIOUI. aI""io. ,...,.id< 

.I .. " ,,,.j ""' ..... ". , .. P'"iei",." ~r. era,. di""" ..... 

"""",,"'wo. and ..,.,"" fo.- ie-"".001 pt<l il"'";"i"...,, """"-

From It.. f><'<'p«,i..., af daumom """"" .... n •• ,,- 0<1. 

"",.u bot!. d<fi"" ..... , """"i,",,, cLuo ..... m D"""", civ<n """"""" and I>oiol,t- "'""" i" p1.o« .. ,h<ybrttHne """in. 

i<Cd. Sccm<"" p"",id< ~, ..... ,cJ i .... ""' ....... '>p>oI '1"<-

(Kao"i" &: C"mp. 19741 fo.- how '" I""';"ip>« i. d......,m 

...... ~ Al'",""", ..,.m .. """" on.,! i","'1"'''''''' «I .. """"ip' 

pt.r'l"'" in ,"" ........ 1 pia"", af da.uoom ...... ">c<"""',. """'" ""'" ,,""""i>.< d .. ,;,:., ,I>. " ... gth and ,,,,, ... "'ili.,. af,.,. 

"""""'. aI oa .... <mb<ddcJ '" P'''iruU. oct;vi,;" , .... «<>t< 

,,><I m.in,';. <1_ .. ...;", (0.,.... 1006). 

The .,.d.d • ."", """'C<''',." ,.oI!. ,""" ... ro "in and 

"",i" .. in .. ....,.., .. """1""",;,," in tht PKII""" af 0<, .... d ... "'1:'."" and dopo ct............ lif,. T"""""" _pli'" ,h:" by 

d.dinin, ""ivi.,. qm<n". in'roduci~ thtm i., .. ,I>< .. vi"",. 

"".'. i"';,i"J and I<I<ioI;,j",,,,,,,,",, '" ".."idpo'" on.,! mo"i. 

,n,,", .0.1 ><I;u"i", 'n"""'"' ""', ,i .. ,,- n. .. , .. k :.. 

«.I1..", .. ,i..., The «><"" .nd Of"""''' join,lr "".ft""" duo-

..... m_. Thedi«owI.,.af ... :., ... ~.-.1..«<1 '" ,I><_'r""'i.,. 

af tht "",;.;,;". • -. :.. 'ryi", ,n <0><0, ,.,. """,I><, of,,"· 

do" .. in , d .... ,;""" """" .. in". ,I>< ok ... "J. of , .... """" 

~ , .. .. uokn ... tht obi".,..nd willi",&"'" af "0.1<",, ,. "'PIl";" ,,,- "';.;,;".. ,I>< """'" , od ....... ion.I~,;". af 

"0.1<,, ... tht q .... li.,. <>f,1>< .. I>,ion"';p b..-n on.,! .mo,,& 

....:he ... and .. u.k"", .nd ~ ~ .... ,....,..od di>,r>« ....... 

Cb""",", ,"""",,,,,,n, i, '" «1I<rpN< of ,,...i., <Oodi· 

boru. fo.- .. ud<", i"""""",,n. in "",';"'Io'<"<n", and "«",;,,. io fo.o...d on ,"" d...room I""'P'oo on ,b. di""";,,.. '''''I)', o.-d Ilow af ""i";', .,.. ..... ,.". "'Vnn.. .od ",ide ooIlo«i"" 

""io" i" 0:l000,,,,,,,,, """ron"""to. The <rnphaoi. ;. Oft «><>p<D- ,;"", .. _""n~ . od .-;..,;".. and 0" "odm .. bmi",& ,. 

b. ".." aI. <iyn.> .. ", '1"''"' .... ,h<t ..... '"" """,pi t.n.:.. mn,"". .od _ ........ The hoIJi., r-"'" af PKII ..... af o«ion ;., af 

""" .... .uw.1' .. 1"",,0Ie '" """" .Jovo<-. and misbduvio>.- (0.< .. 

'", ..... <iY< _I .... """.pt<'<"' ~hili.,.. I • • d""""", 

wi ... ""'''' Icooo<> "«,0,, (Oori<, 2006) and an .1<" ,_1><,. 

oi,,, .. .;.. ..,...,.,"'" ...,.II, >«'" .. <Iy and ""'J'p«I quickly by 

•• h,,,, """" (,Shh·) •• IP"'''' .... pI>,..o.:...J """imi.,. (f.vm>O<\ 

& f""mH. 1981: F.WIUO", F ......... SonlOnd. &: Ck"><n,,,, 

l')8ll. In 1'0.<1.""", af"""' ......... <I""""", d;"ipii ... pr.o:-

n... ""', .... af,"- b<id". ofi." """"'ruo"'" ..... io&" '" "" bod. on ,..d<. If boo. __ .... ....I< b.=uo af....n.. oI<ill 

'" .n u" ... iIIi...- ot inobil,.,. af "uok"I> '" COOPO<>'" """ 

<IIi<>«><ko ... unl'kd,"' ....... .mI. I" ,,,-';""'mIUI'K<S,disdplJn< in • ..,.. f<onn.I ",....,......,.plici, o:do"iqua. di"",cJ '0 

runcJ .. ,i., inJi.-idual ,,"olrn,,' """"''''' .......... 'l''' .. ,10< «n· ............. An~_hd.colo..-idtochooldix>pli ... by""""~ 

,10< "",,,,,,h.nd ,I>< quoi '.,.af ,!oo>too", _;.;, .... Jmplici< in 

,h:" "f'I""<do:" ,"" """";.. ,110, J»"i<i"...'", i. wdl·"" navd 

d","""" ..,ivi, ... «O<no"'C'" odf-<!;"';pii ... by cJ"c"i", " •• 

do"" ,boo, ...... ;. ...-iOie ,h-ch~;'" and ~ 

n,,«I..,ion ";,h od-..n. 1 • ..hIi,;"'. i. p....i.k, ,I>< «t<"'W 

."ndj,ion, rOf eon"" "'ppo>rt. 0.., "'p«t ........ and ",idon« 

, ... 10.", h<ohhy "od<n, _Iop"".,.nd """ .... ion. The 

"""'U""'n, af ,I>< "",inl ... """""""., li"'i .. , ..... i" tht r..., 

af .. """ .. ..J.n' <Ui.u_ U> PO";';I"";'" in <We.-. ><ti¥i_ 

, .... I" too<h d"",,1ruton«>. ",I.e, ~ .pprooct....ou<h .. 

SWI'lIS .. d I"YD. <0" hdp, ... bli.h ,.,. """"'.,.0:><0<1;. ..... !O. 

d"""""' .... .t. 

NW"J",;.",,/ Rnum, 

The ~ '1'1''''''''' ,0 "'--"""" m""","""' d<.ivd f""" 

""" "";0. "",non. n.. r.", :.. C.U"'P', (19')(11 f,ooinc. "'-d on 

hi. -'" ";,h ,I>< MOIww ~ Fio:Id s.-...... i" ,I>< 

1950<. , ... , , doild', bdu.iot ronfom..d to ,I>< ....... of ,1>< .... 

,;"1 .... , l><ch~J """'ritd. I" OIh<.-wonl.. child"" in ,I>< ...... 

pbox hdo .... ,d ""'f< ,Iik. ,h,,, did , ,i.&I< child i" d ill',,,,,,, 

pi>«.. I" C ... mp'.wonl.."1'1>«< _,'""<lycoe.n..afbd.n-. 

..... n..,. "'1"""'",«1 ph<no",,". """" ... 0Ie. ,."". "",,,,indi-

.01",,, ,0.1 ""'''' «»10&",,1 ,110" ,I>< ."""f« ... J'd>oIoc:iaI 

", ......... af iodivid ... b<h..io. .......... (p. ~J~I. The """'"" _ Ko.!.in", O?701 effotU ,o-..c';" who, ,<><;htn dOl , ... 

led '" h;v. ~ aI><Ud<n,_k i""""","",", i" do.uoonu. I" 

." ..w,.:.. af ........ US ,;cI<o!.pcJ "",""". Kaoni" <ondud<d 

, ... , ....:he" wi,h hich I<v<lo af ....... ;n""' ... "",., uo<d proo«;" 

""'<I;" <>f 'wi,hi,...,..." ·ov<tl' M"'nc>· I""-'P r""", .• od 

".omen' ... , {o .... """ cLuo""'m V""p """'""'" "''''' ,..", """'" '" """'m.nd< '" "''''''' i.-.dtvidwol ,,00. .. b<h,.vin ... 

/Ina"h on "" ~;u/ /I,, __ b 

1" ""', .... to SWPllS and I"YD. ,I>< ~ "f'I""<do ... rypi<.Ily ~ f"""", .. «MKtn< fot r-mo. _,«I""""", 

"tht, """ ... ...h.oo/wido, in"""n,;"', The ,<fOld< ,!><I.ion, 0" tht~.~ ........ <JPiaI1y "'-'10<;.., .... qual. 

i .. ,,,,,, .. ..m..- , ... " ~ .... ,;",;,.. and "po"i"","<oI, Ao . ""'"', ,., 

bod)' aI oo:;""iflC "uoli<o 'u"""''' tht ,ffiaq af tht "f'P"'O<h. II."..,."...... i,:" k-.. in ",""", <ho, ...u.~~ 

'"1'1"'" ~ic odoicotm<n,.no! <ho, """bI« do.-h-a;l ''''''' 

,""~ f,,_ ..... hotn.....w'«I .. w."""'I:<m«OI 

~(F.......,. &: F.mmc', 19U: F. .. """, .. 01 .. 1')83). It .. 

.J.o ~ial , ... , P''';"; .... ;,,. in .m1_heu .. ,«1 """-

"",ivi,;", P""'-" 1""""01 ond ....,;.J <1<-«101'...." . SInd;" 

h ... "'" ~ """". '-=<. '0 o::omi ... wIoo:tht, '" <eoIopcoI 

>J_h '" d..<n>om """""...." 1"""""" od....Iwid< d;.a. 

pli ... 0' pm .... "" odf.Jiocipli"". Nono:'ho:ka. ,I>< >f>PIOO<h 

QIl'<" «HISid<t>hI< prom;" r.,....t..nci~ tht f.,.Jd ..... ppIe-

""'"' to ""i"in, '1'1'_ by pm"""i", dnoroom ""PC<" 

""'"" (f.w.mom ..,;'-;'ieo Io<k l>oioli"C f"""<'. it .. "nlikdr , .... 

od....Iwidc d;"if>li,.. will "''''''' "P f"" "'i. dofid.<><y .... , ,I>< 

..,.,. rime. !O. ,I>< """"""" .P\.......d< '0 I.e <If"";"' ... ud.:n" 
57 

"'~" <Otn< "" .... ,...jy ,,, .. "n.! .n.! ,,, b< ~. T ...... 

rudr poos;t./< ift m.o.i<, .... r., CK ....... ,i"'..t.ooI~ .,.. .. h<n 

"u.k" .. "",gIt .. i,h b.";,,, '" bmi", (Add""," &: T.yIor, 

1m: 001-..,« .... 2009). Tho ",.,"ini",-.i""Ho..;d.,"-

Scl>oolwl<l ~- e PoIIII •• Behayloral Supc><>r1:. and Social 

Emotl"""l l ....... ln2 

Two ."i ..... 1 .~ ",1<hooIwid. diocipii"" ..... prodom. 

i ... 0<1 du,i", ,1>0: ..... d<ad<: 

~""",.i",b<ho~ "'I'!""'" (SWP&'lj ...... "" 

""'~""...,.m"""'n'"ni=< ."d o:><h rul.s(....J 

~nl 

~ 

.. udm" "" foI ..... '" ,htm).nd fu"";""'~ 

in« ..... ';"... ({'..., .... on I\ooi!;" 1Idu ....... 

1,,1«'"'<"';"""od ~ :10(1;: Ho.n<r, •• Todd. & 

I..,....I'.IMC<".~) 

So<iaI ,,,,,,,io...r Ieu" in, (Sf.!.) ...... ich if>O>tpo<>,,, 

~ .... ,""pm.u..adf_.df.=-""'. _ial~,..d..bomhip "'iIk.....J....-WhIt: d.:<Hion 

...v.c (CdIobon,;"1i>r Aadomi<. Sod.I •• od F.mo<ion:oI 

I""nti"" 2003: n..,w,. ~ Dymni<ki. ToyIor, &: 

So:hd~"IP. i" !""") an.! bu;w. "" .... _<'M><f<"<l ..... of".· d<n<J.od J(Cl.hc. C< .... .!OOII: w.-n. ZOO}). 

n-..... ~Jifbinth.i.p<i....,. i~"I 

,,........ '" """."..don' bduvio. ....... .r...dopinE .. ..don' 

_, ..... 1<><,., odf.di>cipli_n.! «Ii'n in ,boo "",hod> .....l 

." ochico< co<Io .in,. n- difl«<""" on: ",,,"'«0' wi'" , .... 

<I;"i"",ion <omm""lf mad< brtw«" _~,.,,-.I.ntI 

-*ol ..... <n>J ~ '0 komi", and d..."""" """"""" 

....... , «'1-, F..;~ I mi. Wi,h '"'f'«' ,,,diociplin<. in t<od.tr_ 

mt"...:t ~ , .... p<i""''Yf<><uo ''''''''''n..I><hooi rul.s 

.. ><I ,he ><I.h ... of ....... .."... ,,,,It,,;q..... .. p<ci.rrr """', ... 

«i"lOO;c"""" ,nd I"'''Mmen'. '" """»C< "..do", om..;,.,. 10 _,""",,««I 'PI'''''''''''''-,1>0: poi ... ". fo,:", ~ "" dcYdori", """'no>' copoci';" ,,, ~ .. ,hoi. <Mn bd.rno. and in build. 

'"tco""" mvcinJ. and """i"' .... ,io""';.,.. Wl><=>SWPRS 

~~,olx"~"""«n,,..d.SE[.p"'B"""'""'''udm, 

"",,,,...:t. Soil!. tho ....... ..,.,..,..,.... ...... ,.,""" in """''''''''' !.ike 

, .... «»IociaI "I~h ...... ich k.:..... "" i"",,,,,,io.uI '''&'to" """'. ""'It h,Y< ~ """'PO""'" 1" oddi,Io". 1>0'" 

,mpkooi>< ,t.: I""'"'",ion of probkm b<ha.;"" and ,he p""""" 

,ion ofb<lu.ioraI and ...ci .. mmp<l<O~ «n"""'« .~ ... - ,odIniq ... """,, I"'n;,i", k<hn~ and "'''V';'' ,b< ai,i<.l 

""" of ...:ad.mi< ,,,,,,,,,,,ion . nd thr puticil"'ion of ,..d.:". ..Imi nm..,,,.. ... ..do"", &tnil .... and ""mm un i, .... 

71x SWPBS 1IP1"""},'~ Oitdpli'" 

SWPBS " . «>mp«/o< ....... nd 1"""""'" .."...-:I< '0 diKipi i .. (s...- &: Golly; 10lH). Tho ~m...,. .im of SWl'1IS ;. ... 

~ p""",m """.;,., in ><hoof, and d ... """", . nd ... 

d<vdop '''''''''«I.,... ..... of "'PI"'" lOt .. udm .. and ~uI" .. tho <d.ooIwid<. <1 ... _. ,nd indMd,," ".do", (ood..di", 

&tn~y) kv<I>. SWPRS ~ I>oo<d "" , .... hypo<l· ... i> .... , """" fo.:. 

..r.,..nd ",« """"b<,, "";my~."';,,, mo>dcli", ,0<1 <ok 

pbri"" and n:wonI poo;.;.. b<ha";"" n:4<<<I!O """,pi;""'" wi,h 

~..r, <"«fI'C"-'. ~ic rII\,n. and oak~. , .... pr<>p>nlo" 

:::31~-

of .. u.k .. , wi,h ,.;Id on<! ........... """,vio, pt<>bI< ... will he 

..doc«! and ,ho ..t.ooI., "",,,II <li,.,,« will imp""'" (Supi. 

1-10. ..... &: C~. 10(2). 

SWPRS ;, _ • wholly """...r ~ Mol,ipk b<o<>dal 

I'"'V'm,. ""'" of ..... iclo i ....... ...cia! and """"ion" b'ni"l 

.... ,<P<>. d<actilx .i",il" ~ ,,, «<I",i", pMhkm 

""" .... ,nd i"""",i", """', ... b<ha ...... SWPBS on b< ",I>-

.",nod .n.l<, , .... ,,1m ,..,;,;" Mw.s...tl'M_ (1'IISl ...... ich 

"'" ita "'0" in ~ ''-<r (SkiR""'. 1974) inti ita .pplic.. 

,;."" in wi«! """""" ''''Iys;' (Il00,. Wo,lf. &: Rioky. 1%3). 

P!\S .... ;ni<i,(lyd<.dop<d '" ;n"~ wi"' •• n.! '"won. " •. ,k"" and od.l" wi!h ~p>ir..:.., in,d l<d..r dWbili,;"'.no! 

>CV<o"< """""" probkm. (c.". ....... 20(2). SWPBS ~u~ 

"" """,n:..J """nd ,h .... m>in , .... ..- p ...... ,ion. mul,ih.n.l 

'"!'P"" .• nd ..... -I>o«<l,Je.:i,ion ""ki"l- P"""'n'ion in ....... 

M,n;..,;.nd , ..... i"'."""'''''''' .... of """"i .. b<ha~ "fl«' 

... , ...... "'~'" ,nd "",.«Ii", «1'« .. ,,1 """viM. ,nd 

<=hIi"'i", and ...iRE "",,;",n' con>«j"""':<' fQ, prol>l<m 

"""""" (i<>dud i '" ,,,,,,hi,,,,,, ......... i..,; .1,«"";" b<ha';"'). 

Tho P ~ '0..001 .... , pooi,i",..:hooI . nd d.a.room di .... , ,n whid. "'I'<""',ion, f", """",,, "" p«<Iio. • .bI<, Ji_, "..,;h,. """ ••• «"<lr ..d. ............ 0<I. and..,.i.dy """,i",«oI. 

R<a<,,,,h·1>oo<d "'won I"'"C ..... "" "..don" .. .i,k of "n';' 

ooa.r ........... fnlkrw. ,h .... ,;". .~. "I"",i", Of ,b< M";. 

_(sdoooIwid<) • ..t.m ... (I<>< .. ..do." who an: .. .i,k) • • ntI 

;"&'u.I(r", .. ..do"" who 'f< ,'" ..-clo,.,..icolly and int<-'1 

.. .i,k) i<¥tk. Tho ,,,,.m , .... ",.don,·,....r. ,he """" i"" .... .nd d<uilcd ''''''''I'I''''"'.t.ouIJ be. So:Ioc,i"".nd 'od;',,,«I ... p" 

port>.t.ouIJ Ixt.....! on tho ~n<ipI<oand I"""""lu""ofowlicd 

""".;,., .. w,.,u '" d</i"" b<ha.ioraI d...r~ """,pie« fun<-

,io...r ~ ........... nu. .nd qn ",.,.." ... and .IIici<n, 

J>""<"lu"" f ...... "",in' 1"'''''''' of pmhkm Ixlu ..... in «>Dju"""ion wi!h "udm,. ,n.! r....;Iy-«n!e«d "b"ni", 'PfIrooa... 

(f~mbull. 1m) . 

SWP!\S ..t.ooI, ..... f""'id< ~r odooxIulcd i"",,,,,ion 

to.r...u.d ",,;.r Ixh>vlo" .. <n>bk .. ..don" ,,, ,"""",,,.1>0: no<:-

"""''1 oloilb r", ,Ix oIait<d~. clo.nv .• nd '''''roff .. <fI"=. 

,i .. """ ..... 'lono3 'y.«m. '0 .""""".., "..do." '" b<ha", 

'PfI ........ ,dr. SWPRS d......,.,..,,, i" SWl'JIS ~ ho .. It.: 

.. "" 0<1 of <om""", od-.I "''''''''" ..... .-cd ... ><I """""" 

d<vdop <ha.n.>m.1r.d "''''' and mnf<>="""" 'Y'""" """ .... «", wi,h , .... 1d>ooIwid< f>Ia •• In adJj""n, .... """"'·h>nOlcd 

" ...... oJ"".iH .. ,,,,·hondlcd Ixh.~ pt<>bI<m,.", <:ko~r 

dof,ncd. ,,><I d.>u <In 1"'"'''' of poobkm ........... at< ~ 

,urn""';"'" and f"<'C"«<I .. f""l.,. .-inp ... "'I'P"" d<d-

.ion ....kin, and I""""" .......... "'"T . 

Fo."J.,;',..J,,-od Re><.o«h "'f.C"" ,h .. ",hoob COn ....!oIi'" <br <>p«to,;"", "" bmi",.n.! pooi,'" b<ha';'" ..... i .. 

po<Mdi", fi"" bu, f.i. diociplin<. SWPJIS b.ikk "" • ..,rid 

_ ..... '" oltoi&n .1 ........... ,,, indl'.ai.., ><Imini"",;". 

~i"".nd ......... onrn, poaui= in • ..:hooI (M.,... 1m). 

n.... iod..do (aj .. .,i", . """n n"m .... of pooi,i.dy .... o;d rul.s 

.. oJ <>1""'";.",, (Co/.;o, I<>"",' ... ui. & Sugoi. 1993), (h) ,,,,",,,. 

i"'.I'P"'I', .... ooxia.I ........... (SUpiI. F.b.., 1987).(c) """'~ 

'0';", """'pi""'" wi,h .. "" .001 «pea";""" (d) a'''',,''n'ly 

<nr....;", ",I<: .;ru.,;""'wi,h mil.! """';""""""1"''''''''' (Ad= 

&: 0'1""1'. 1987) .• nd (,) I"'>'id i"" net. odooxI.kofp"';';" 
58 

.... """"'."'"' 1or'Pf''''f'">'''_''' bella."" (W:tII""&: ISu<kky. 

1~7~). Th< bcha';', "'PJ'O" ""'«g'" o><ookd .. <>IobIim, 

1<hooI..i& ondaI ""I,u", """'Id I>< "'1'1'1.",,,,n,«I "';,h d ..... 

"""" ;,,' ..... n'ion..nd ftiMd .... i".,J ... pp"'" fO, Atud<nu "';,h 

ct."",i< and i., ..... pn>bkm I></U.., •• 

_nI. .. SWPAt F.~ "W'" ..... SWI'RS "'" p""".' .... yof""'.,..,.,..,... ..... ..;",;"od'IDoj ",u"I;'- SruJ", .... pIoriog, ... ~""""""",,,t.....Io<wnmtc<l~ 

if> ..,,000ci0I b<hovio< (M<W<., Bir;bn. Ru.br. &: ........... :/001; 

¥.or;u<<< 01 .. 2002) ........... ism (M.,..... 1995) • ...,. ~ 

(C"*"""« 01 .. 1997) . . 'i.>mc .. ,,.,... ..... "-'" "P "" 50!' 

~;" d;.,;pli"" ,*"", __ .31"""'ri<od <H<>m« .. 01 .• 

1009). I. "" "1'<" ....... ,R..! .. ~ .. "'" """"" Ievd. 1IndoIu... M;.ct.dl,..-.d l.,.r (2609) found dox .. oodmu ;" SWPRS 

><hooIo ..... 3)'" .... I~ .. t.. ...... " "'" p<incipol~ offio;., ....... 

.-in "'''' ....... ",,,,,,,,,- In ooloin"",. """"" otaIf...,.,.. ... irnpm«<d ",ff Jr,I;"",,, ond "'»'.~ heaI.h (B...t.h.w, 

K.xh, ~. ~ &: (d. 2(Qj. Scoffi" ''''''''''''udy Io>d i.,pm«<d~of..-....r..,.(f~", .... 2OO9). 

Tbt SH "'p"""dJ '" lJ<wiI>pi"t &/f-{);,dpl;M 

SEt. focu.." <HI J.vdopi" indMd .... "",,,i.;.,. ... ",,,,,,",,.0.1 

...... ",I.kd to oociol. ...-ioooI, «>vi, .... ,..d """" <I<vdop.-

""'., • ..d "";,i .. m<nul heaI,h (11<.1<-;,.. St...bIom. Ri<,. I< 

n.."i"i<h, 2006: eo .... "". 1I<'1lu..d. R", •• 1""<>.>k. I< 

H ... ki ... 200'1), Th< l""'im,l """ ofSF.1. """n, .. , .. x l(· ..........,.., odf""""C'm<n<_ ooci.l _ ....... , <d>';"..,hir-"'ill~ 

• ..d '''I'"",ib!. dmo .... moki.~ whid'l. i. « ..... of diO(ip'in<. 

pn>oid<: • fou ...... ion fo. mo .. p<>oi,;", oocioIlod..vion """ ra... cond..a l>mbk .... ..-.d in> ......... ~mi< p«fi>m,,""" (0.. ..... 

.. aI .. i. ""'" 7~ ... wa..b<", W'n" I< _", 200'1). SEI. 

h<l"" dc¥<Iop ,he ondaI .. d <1"""",,,1 <>t"";,ia- ,"" <M"" " •• 

<Ie .. , '" """i", dw d ... ;,Ii"" ...... tc<I rio of c1u"",« "'<><0' 00.. ..... do j..do<k .......... ihl< d.<;';'" ..... i'" V""'n<k<I i. 

......J """",i", ,..d , ... ~ to ..hi"'. wet. qu.oI;';'" .. 

<Up«' .... ili<o<c. bondi", wi,h "' ...... .-.I.onl ""nAic<. 

'l'Prop,;,,«ly. aM.& ••• d ><I( •• 0><1< .... ..di., (lkoi<owi .. I< 

s.+r...m. 2006). 

!" ",,",po';"" .. i,~ SWI'M. SF.!~ __ .... qui,. di"""", 

SEt ...... V<d f",m _h on p ...... ,;.", .n<! ... ili<_ 

(C'"""1>«s- Oomi""vKb. I< IIombo<c<,. ltlOl: W.i.ob<'1' 

C,pIan, I< H"""">d. 1"1: 7 .... I< Fl .... 20(6). DwIo.k '" ai, 

(in 1'''''') _ du, SF. ~ ~u>l;"'" d~ (rom W.«" 

.nd s....r ... (1983) dnail"ion of «1m!"' .. , individ ..... lu.o", 

obili,;'" "to _ ..... nd COCI<di ..... 1Ia ..... od.pc'" ,....... ... 

'" <Ie"",ndo ,..d ,. ~,. "'" copiuli .. on _uni,;'" in 

,..., <nvi",,,,,,,,,,,' (I" an), SF.tlw olIO buil, upon .... udI in 

)<>lId, ckvdorn""" (CO ........ « aI .. 2004: H,wki",. Smi,h, I< 

C,,,I0_ 2001) ' .nd p""i,; .. l"r:holoc::Y (5di"",n I< 

c.; ....... ,"'i~.:/OOO). A],1oouch ,...,« /UV< b<o" "...-""",i< 

f<V'i<,., of ,ml'i.-icol findi.p d ............ Sfl.k", rknlum I< 

~ 2004: 0... ....... 01 .. i. 1""'), ... <lefini,;'" dorn ....... , 

<!din", ........... ,io..,hi"" ~. "'" "''''''I .1>< ... ny 

_h ..... du. «HI.<ihu .. '0 SFl. 

SF.!. in"'V'!d buildi", apociri<o ..... <tIftdi,""" fO, ...... i ... 

Copoci.;.,. fOc..o"" i.,_i .. <XIC.i ....... ff«t • ..-.d t../uvior-

,nd build "" -=ioI""'I.i,"" <1><0'1'. i..d .... i., info""",ion 

""""""",,,,,,, l' ....... m ....... 1 (&...lu"" 1936: Ctid< I< Il<:odc<. 19')6,Spivod<, 1'Im.&Shu",. 1916) • ..tr ..... ,..,. (~um. 

19m. '-";1;'.-- (W<",,, •• 1982). oon""",d."" (5<"'1". 

fl",,,~,i<h, I< SoIo.-no •• 19971. c1u"" ... ..!""";". (Ik<l.-;,. 

"aI .• 2006), ..... """"""",,;';"'.x..Iopm<nt (,~ Kmdo.. 

& Rw. 20(l0I). '_i,ion. .... 'I ..... i'" c,"",in'''PI'''''."i.;.,. 

fOf.kill ,ppln ...... nd I<omi", and """""if .... fO, """"".J 

<kill ...... "" ... (C..uluoo .. aI .• 1004: 11o .... i .. <'! 01" 200'1). 

Th< "f><'<'-' ofSF.I. "'" "" ... ,,,..tr ....... ip!i..,..., d"w",,_ 

i,,<kv<Iop ......... ~ ........... mu.ioy ~ From 

ok<odo:opn",.ul po)<'hnlocy, ~F.1. d ......... ,...".cto on ...".,.. """ 1""""""" ~n, iF ...... I>< ... Fot.:.. & Spi.ood. 1006: 

I<:nhlb«Jo 1m) • ....-;., .. (Gokm, •. 1995: Sumi. 1999). 

.n.d.m<n' (Ain>WOrth. 1989) • .,..,. """ion. , ..d (ritnd.hip 

(Ru"'n.IIo ......... , I< P • ..., •. 2(06), .... f-con«1'" (H""',. 20(6). 

"",,;",io. (R. M. Ryan I< Iloci. 2(00) •• ..d ,I><: «:«Ioc1 of 

h.mo,,~, (l'oooknt...n ..... 1'79). SEl.P"'C"..,dif. 

k< in "'" <kJroe ,owh;'h ,h<y d._from "-...... Ao .... "-

...... ''''''''1' ond r«<>od< in ,hac , .... /U .. ",id<d ""'.y SEI. 

P"'V' ..... oft"" in.n i, ..... "'" ....,..cto . .x.dop ..... ,.I''''''''''-

~ 1''''''''''' in .... ict. pnrtif"""'ond """,rd'Irn ..r. ... pooI "' .......... .cto.·nd,~ 

Whe. impi<m<"'..! i. od'IonIo. ......, .. 1 SEI.I""'l""', ...... 

""",.or <»mmon ( .. , ...... wet. .. "".tic.Ju., .......... <i"",. 

.. "",.ina ~_"'m'" i.,,,",,,,, ,h~,""''';''_ 

i,,& .... fflcuIum. ~ ,. '"",h oocioI ",~ ... nd fu>o ... oocioI. 

.""" ........ ..d monI <I<¥dopm<nL Ofi,~. SF.t. 1""'I' .... "'i'" 

i..d ........ ~ aompOn<"' '" fu>o" ""' ........... of 

"'ill< .. ..y.L PI>.n<d _"""~;.,. ....... pouoid<d 10. .. odt:"" 'G >wIY. """ice. ,..d I\.".h« <k..q, 00><iaI, ","" ........ ..d 

"""" comp<t<n<:ic.. n.e.. ""~ it>du<k "'''''''' b..i", da.. 

.....;np . ..-.d '''''1'''' ..... ""'.i", ""ivilic.. A""' .... «.mmon 

b,.", ~ ,. """"" ... i .. """"""'" ,n """"""'m .... """_n. ,..d ~ Ji>cipIi"" rn.-..D.d by .,,,,,," ~ ....... <m ...... 

.u on 1Upp""'" ~u<kn, .dol;,,"' ..... ><ud.:<o< .....,.... 

hilify dun on ,he .... of """,n:b..-.d p".ioh""",. i~ p<r>'<ft,i .. 

...d «>m><!i", t..'-i<H- probknu (Ib., 200): Brophy. 19?6). 

f .. ..J.,;..,J_,.'\' ~h den"",,, ... ,,,, du, boo-h p""-knl' 

>Ii< ..... p-ooo<iol bduvion .'" mod ... ..! ..,. oocioI""",;.; .. p<-o-

"""".nd."""io .... p_ F...- ...... pk. ~Coi< .• ..d 

I~ (2006) i<k",if .... ",,;aJ i"r""" ....... p....,...; ..... il .. ,"" 

,jill'cn:n,im acc=iv< , nd _"" <hild .. ~, i..d .... i"" 

iMl'ul", <"",«>I. i,,,"I"o,,,,,,, ofboo<ik i."",io .. i. "' ...... . 

.um ..... ndqw.!i'1'of .... u, ............... od ....... f>«d wi<h i ..... · 

pm"".! p""-km>. ~ .nd -'ai ".... ,..d .od( ... ff""'1. 

Rox..cto i •• ..-..... """" ,ho, """,,,"" ct.ild«n hove dilli. 

ad.,. ~.,,,,,,~ <nHKioru ............ li~'" th,n "' .... <hil. 

d"", ... p«ioUy .t.o.. """ .... ""'"' _i.l . • 0 at>«irnot 

,,",p>thy ,..d ruilt--tho ,., """"ion. """" doody «10, ..... 

,.,;"';i,1 ,.d p""""i" t..hnio. (Eboot.." ...... 2006: 

H«fma •. 20(0). I .. k<wi ... monI "-,.i,,,......ct. do...,.,. 

.""'" ,/u, •• "(ik p""""iol ct.ildmo. ,.,i>odoI <hi>!"", ...... '" 

roc .. mo« on """""""'. fOc...j,,& on "'" ..... ..d. ..-.d ~ 

q<><n«> fO, ,t.;;, t../u..". with li",i,..! .mpothy-/w<d J"il' 

(M"".i", I< Reo" 2002: Sumo .. 01 .. 2006). 

Iko=ch ..... "'PI""'" ,he im"",,"""'of o<hooI bondi., ..... 

""""""'" .......... h«w«n «><hen "'" """'.u ("C-. H ..... 
59 

.. .... nIA. ./OO(): H-. .... ",",,,_ .. l.oul> .... 1'1\1" 

0.......,.... lOOO) . .. _ .. ~.-;eM pot< ocbo.,._ 

"'ipo (llulu &< 1-'<1. lOO!; Rubio ...... lOO6). 1.J.d.,....a. ...... ,.;.;. ..... .. ...J<,," .'" _ likdy '" 'oo<,.,li .. ...a-.I nl .... 

(W""nd. ]001) ... I,ibi, ,," • ...., ~ (JI..,;""". Solomon. w_." Sdtoro. 1997) ... !Ubi, '-"I'P"'i,-... • ...I."'.....,... 11< ....... (M«hon. H.p.... " c...tl. 2(03) • ..,.j "' .. ~ 

<OooIIiru .... h ococl>cn """ P"'" (II ...... I"wou. 0..-..... &< 

101 ............ 2IIOIJ. SmDoI_ -' ..bo ....... .,. -...,.00.. 

1.otIJ .......... """';w... .. _ .... ""_ ........ _ .... """*'" -...... (.u.-...... lI*J. ~ SFl. _ ............. _« ............ ~..I.ioo.-

....... in ............. _ond~« ............ f<. ... 

H.,...... f .... _" Jko,~. 1997). 

R<-mIo .. SF.I, (".o",P~ Ii"",." ......... """'"",n' ,I.. 

,""";.,,-01 ......... SF.LI""I"' ..... Th<yind ...... ....,.;..,.,01 

_.t-J ptoJt""" r .. P"'"""intI_n," h<oI,~.nd,-. 

..... ; .. _ ......." ............ ...I<-.Iooa pn>Itk_( ..... 

HaM .. 01 .. 2001, l.a.d " B..!_ 200J: O. It w ...... ('_,r_ ... Na;ob. 2001: W....,,, l"""",lOD7; S. ,. 

'IV ....... t...,. &< 0..-. 200}) ..... _ ""-<I ......... 01 

~""""tIiod .. Sfl.m...w. .. al...lOII1) . ............. ... 

""' ... (--.., &< I\ic.. J ...... PYD ~ .. 01 .. lOCH) ~~_oI ___ _ 

..... , ... ;."f"G"<"'<" .. io "ud<nt_-';"'. n..,.~ "uol" ",r ... nls (Pnmdi", ... ,"' ..... ,;.."" •• ; .. St .... ~l. 

Sot<>nd So", St ..... '" Il<tr<u ... d Cori", s.t.ooI ('.ontnt.ni,;" 

(r.......Iy ,I.. a.iId O"''''rm<n, P>ojro). SiJoif.an, fi...li"" 

ind ....... du«;"'" i. ~ • ...1 o/ion<p';" b<h.> ...... 

«('_11<" ...... lOOI). do<..,..." io --..a.I ,..,.,...... ..... """-io .......,. _,n' btNwww /II.",,,,,, ... 1(1(1); F..y. 

Nok.o. V .. F--'. &< Hindooo .... zoo,) • ...! I1IooIIJo"' .... __ ..... ~ o:r.,. H~ . . ..... . 

"",,. 

C-,-.;.., SF.I •• .J SWPBS 

No....6<o ", .. dlt«rly""",p=d "" ..!ou¥<.IIi<»cy<tlSWPIIS 

• ...1 Sf.!. ,"",,,mo. H........-. .....,j ............ ,.-1"" .. , com· 

1'"«<1 _W-«w'i,;" ...d b<h.> ....... prov'." Fa.. ........ ,i'" b<h.>"" pooIok ... ,_ ,hild .......... ,.....,h. Fi .... inJo "' .. 

................ 

bccoo ",i.....L In. -"" _ .x.ip>.1McI...d i","'" .......... lI<d ,""' 

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..... 

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...... 

W

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........ 

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~ 

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t<p>n..! """,.-..II dIt.:c ..... lOt btN"'''' d......... ..... -

....... , """""" ,tun f".. """"-o:rc<>i,'" P"'V*"" 10., ""ly 

..... " oJ,oi ...... ,.- i",1ud<./ "'pm .......... ~p<ri ....... . 

....! -""po,; ......... ....--................. ~.;oh ... -.. 

, ... ~ _.theirONlpa ... "' ........... -....:to-........ ........... oI<""",,"';"'!""'i«n ~ .... I.w._ ... 

,....n..'_;..th<i.-..... ~ ..... ....,...,.....,..,.. 

........ _ , ... ~ .......... dJ<,;t .... ....r.-""'-" 

--....a..ond-""_io--"""""""'-_ 

J6. _ ,he __ .... . 11 "" ~.,1 f"'OC" .... 

n.- eII«o ..-..... fwth.r """-d ... . 14 ...d .1lI • ....,..,. 

,;..!y. ............ d' icdy con.a..! lOt 1>rh>wioroI1""I'""" .,..; ... 

• C""'" n.",I1<,'" poMi<ipo"" "';,h"';"'" bth,o";" ............ 

r. .... po d>< t..., ""ml",i"", '" "",W"""",i,;" ,no! b</ooY ..... ____ r..- ....... .....,...,""5.,. Wi_a...! I...,. 

{lOO7l ,hoI i .. "..dod • .-.: ~.....,........,,( ............. oo:fIooI. __ r..~"""'a...!""""'''' 

""--. Whooo ......... p<ri--'....t .-...... ..... _ ... .,.,...;-.. ... '"""" _ ioodudtd. ... __ dJeot .;.. _ 

.11 ....... ..,.m.:-d&...oca __ ............ 

oiraI __ ............. ~ bdufta..I~ ... 

,.".;,jolilo,";","" 

M~_RandomimlC<lt\l ... doslc<utu"'_'" 

pdd mo<h ...... k,.A<a ",.. .... " ~p<ri ..... , ... rod """. 

..,.~ ..... w tk~"" (S. J. Wi""" &< I..,..,.. lOO7). .... ,"""'" 

,h.pn>bIMt....,. ... "''''''h __ ... ~diociplin< • 

..... ~ -'1" h.oo ....... pn>Itkn< ro....I ...... SWPIIS. ... .... 

h.oo oril«I ,..;-;.,. ... ~ ........ """'- ",... ... _po Ie. .. . 

IL,.., 8< ~ lOO7l- ... -._ .............. 01 ..... 

...... 

__ .--.... " ....... , .... ....,......,.-, ... ...... '-.. ..--.. __ .... n.o. .. "'"l'k 

I"'rtKuI.tIr ;.",....- in Sfl . .......". ""'-....,. _ .......... 

IO~ r-ooW<-",",,"r..odf.-..-..-. "- C',,..GnoI _""'" oIPAnlS «'~ &< K-.1OO6). c..; .. Sd>ooI (' ............. it .. (W ... "", &< IbRioOch. 2006) ..... thcs.:.. ... 

So.W ~, """""' (H.w\o:w ...... lO(7) ........... ,,'" 

........... b<h.oiotoI i",,,,,,,,,-

Moot SWl'RS.no! S.~ .• ..J;..1od. m ........... .--h ""'ro ..... .....,..,. .................. _ .... Fa.. oI5on. .. ,he iodividoool. a--. .... .a....Iwid< koodo. _ thot "",,,,,ned _ .. 

Ind dI<ao .. d~ .......... 1<-1-. ~ ftln._ n-...-. &< r.-.... 200II1 >tOd _ d ...... 1<. ... """'-

Br..w....." I ..... 100II) __ ..... odw:oolw"Ind..no-. ......."';.n,._.'-..... m.... ..... _·Ind ___ 

Th ........... -.-.-_ .... """'_'o~tfio. 

Opiinc "'",.odoo>o>I< I~,o "'''' .,_« i"' ..... "" t<duo;i .. 

cl~"'p';" b<Iu.." • ...I im""","", ><hooI di ..... ..,. roo..; ... 

"'" 0. un ....... "' ............ ; ... ""., ...... 10., "" i .......... , ...... 

.. "" ~ ...... ioodivid"" Iew:W Foo ...... pk. """"uodl..J 

-..It on ,I.. """ ............... ('oood R.tu.;", ('_ ~ 

.-.dI<ao"" .............. (loIoooco.JIaoIuoka. w..-.n-. . " KclIMo, z0011. ",,_....-10 ~ nmdaI "'.....-.......... 

od-. 0.......- .... '" -..I .-.....- io .... "" ... .a....Iwid< ....... ;.. Itdu ..... (...! in __ ~ ...;'" -...-..)Itf' ........ ,1.._ ............ _ ..... indmoIuoIo "th<t ,,,- .t.. .............. , bod)o. 

F~~ ....... offoot ... ..,. ... ""Y ..... ,.-.....-wc.. T_ 

.......... .-l'n .... u"i ... SFJ. ond SWPRS P"'C"m. nuy 

inflat<..!do_ 01 JK<'V"" off""........, .-loot .. ,inp of".· 

tkn, btb.!..;., .... oK"" ""';pi""!'..".. .................. -.. _ .... u ........ " (K.lw.. 11< V ... II"",. 19'J7). -.. in ...... 

............... _10<1;..,. ..... """"'" ......... -.1.1 ..... in 

"'"""'..-..... """~ __ ......... io'" ~......,.,,( ......... bdufta..I~ ..... _ 

pon> __ --.. io thoir',.;..a...r ...... ..., "'.....,. * ___ .... _-'pooioiodyin_ .. ~ 
60 

oI"diwk, __ - !II<-..w.. ........ ......" .... 46<». T,.do .. 

p<""'f'!;., .. ofkey j" .... ....do .. buUyi", "'-'y .... .t;ff<, I"n>m 

<hoo<..r ".<I<n"('.I-. 1I....w.,... s....,..... &: O·II ....... n. 2007). 

n.""., ...... ",I-.u d<tk",,,,,,,, ""'Y o>",,;b'''''Q S. J. Wi!"", OM 

Upoq', (2007) ~...t;n, , .... ~ "'1"'''' ~Iy yi<Id b..,., 

<Il«t.;,." ,h .... ud.., "I""'~ Simi!M!y •• !d"""," d;";ipli...". 

««naJ. "'" o. iml"',,",n' ""«Om< . M • nJid ...... = (Imn. 

Tobin. Sp"' .... Supi. &: V,_",. 21XJo4). ,,· .. i. UK ....... '" 

inr.,"""""'in" ...... , ....... io, .. prnbk ... ,"'txaw.~ 

in ",f" • .oJ. ""y ",n= do'''e<'' in ,.( .... ! ptae<K<o ond "0' .1..: ....... in p""'!,m I><h •• ;", Uk ... in pJ<U: Mo"Uo". 

R<d.!i"" Fi ....... &: !'...n..n. 2006). f ....... ",pIe. , ~ eon 

d, ... ic.lly d« ..... ..If"", ",,,,,.,,I, fOf ... di_ br .i",ply 

i .... hoC!i'" ".0<1 .... '0 no Ion,." ..f< ... ..d.." '" ,Iot..lf"", r ... 

,Iw ...... ...", ~ •• no "" ... 1.1.<,.,... in !anli ..... ...,. ortu_ 

oily """'. 

Comblnlnll SWPBS . nd SEL 

F.H",,'" od.ooh ... obIi'" "'"A! ..I .... "V"Ii", mi ........ r.d 

1"''1'"'''' p,,>mQ!< p<-.ciaI bd.";'" ,r.d ""'....,,;.,., 'Q 0<h<.0I 

,.-..:ii,;""'; ."d pn>o'id<. =i"S- nu"u""I di......., in"'!";.coI_ 

IT>! «I><;""",'P' ,,,,,,,,,oo:IuI"'M ",od.n" (R'1i &: Dri><<>1I. 

1988;, .... "_ ...... 2000). 

~ ........ ""'r.xl<o-M"" 

n.. .. ,... Ie... 100 • ..cioI >nd ....... ion.I .-..1;, ..... '" 

bmi"I-<"""ion..I .r.d phy<icoI ..kty. _n«trdn.... 

......... ,'" d»Il<ncu- >nd • .apomibI< 1"<' .:Ii .... '" (Du.I.k 

.. >I., in pruo; Fr«ItKb. SI ..... "ftld, &: 1'. .... 2004; ,_, I9'JJ;Oohc.. &: ~ in _ o.u"' .... MlOO:w...z.I.I9'JB) 

n.....-..I; ....... an lot f.ocil .. <od by lou. 'Y1'" 0I"....J.n, 

""""'" pO<iI'" t..t...;.""I "'PI-' .... pportiv< ..Lot;",,_ 

"'ipo. ~ >nd "'I"""'''' t<><k<"" .nd SF.!. (o.I-.u. 

Dw)«. &: Jimcnon. 2005; A. M. Ry;t< 8< l'o<.d. 2001; 

1'hucn &: lIN. 1009). 

n....<;<ondiDom.nd_..,i __ «I,...di~. 

,;"." dat odd..... th.m.hauld .I"" (X,ndUoro &: Oohe<. 

lOO9; Oohe< ...... 2008). 

SWPBS ,MI SI'.I. ho .. dill< ... n, objo«"",,- SWl'1IS .. ..,... .ff_ ,.(, .... 1 •• r.d do,,·""""-I Gcci.;"" .... I,,<d ro Ioth..-io. 

probkm<: SF.1. .. "". odf .. wo,. ...... >tlf.n""", .... n,._;,t 

..... "n<J&. n:I>,Oo.u!oip ... il", >nd ""roM'1ok d<ci<.ion ",.kin, 

(o.,rlok <t .... in P""')' Ald"""sh SF.1. P"'V'nu .... , IotIp .. ~. 

Jon.. deodop -'01 ond """,;"no! ",ml""...cia rcb,<d '" <df· 

d;.opli"". ,hq pnwid< f .... i"",.,.,,,,;"", 'n I><Ip oJ""""", 

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focw ..d"""'ir on~ ... inf~"",R ", ""' ..... ..d.'" 

...... .;."...,!do 1ik<ly '0 Iotlp scuckn" <Indop..cial .nd «n<I-

,ion..I «Hnf'<, ........ od .. <d ro odf • .fucipli"" (lka,. 200S. 2009. 

i" prtU). 

SWPBS ,r.d __ SF-I. p"""m' ..... ~ in' ..... "';.", 

,if .... (lI<Odsh,w" .... 200'), D. n. Wi~« >I .• 2OOn ...... i<h 

""y b< d .. 'n ,lot mul,i""k off"",,,,, ,ho, con,tibol« <0 pm(>-

k .. bt!u';",. Alan<. SWPBS ond SF-I. m'1 "'" lot ,uif"""" 10 

odd"", ,lot ",';";"n of ocIo<ooI ",",a". (lknlot."'"'' 8< ..... O!. 

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.....1" 1''''''''''''' '" """"C' ,,,.. l>ck 1><110.""" "'pport '1"<"" 

(fIi&Ian. W ... &: w.n..~ 2001: )(,"if., .. n. Im). nd m"1ot 

iMUffici<n, in d;"';"'" "';,1. • hisJ< .. " Qf ,"",,~i')" ""-n «hoo!o. AI"' ..... i.dy. o<Im< ocIo<ooI, .., ......... i.:: "'" 'her'" nOl ini,i.lly....dy fi>t SF-I. (K.ncbio.o &: 0.10... lOO9). 

n.. n«>I !O __ m... di.lknp. '" <oo<di .... , ........ "'" 

o~en , ho<Ig<p<>d1' of u,,.lipt<d pn:v<",;"" inl<""'"'",'" 

«""",r_" ... , lOOO) .• nd ,. ~ ",.hOp!< 'YP"'of",p" 

I"'" d.;"" dIG ... '0 .... n >N/l", "".,hi,.. SWl'RS.nd SF.lCombini,,&SWPBS im ........ ';.. """""""n" wi,h ,he ~ 

""n, oI"soci..l........a.....d """I"""O".r.d .... ~ ,,,,,,,,,,,-

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Of ,he """*,",,,hooI k:¥oI, _~ ";,h ';"I"iv. roM1 in«-

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[),u lDb t c 2012 Conn«li<u, School hOOtln~ r ",llIon Stat.ment 

IntUdi",lplinacy Gmu p o . P . .... 'lnl School and Communit y Vlol.n •• 

Thc unde .. igncd .. bool violence p",ven,ion "'KlJ'C1>e1s .nd pr><:'ititmefJ . nd _",ed "'lIMi .. ,;.", wi.h '" 

eom",e"' Oft ,I>< .... S;., •• :1. of .. ;ot • ...,. It S-dr II""" Elementary 5<1>001. ",hleh ....... >l .. <,,~", '''''''''' .. ,,~ <~I"'" 

OW' deepe .. condole...,es 10 families .nd loved OIl" of the vk1im. and the ""Ii", Newlow" community. W. 011 oJoare I 

common priority: K<q>ina our children urc. W. 00<d to com< togethor ,n our communi,i" to ""are Our grid and !.Ilk 

about how ""e can mo .. e fo""o.rd in ligh' .f,h;' tIagk .. '.n', Thi. docu ..... ' updates 'he School SlIooting< PO$ition 

Statement that was di.u<min.,ed nOli .... lly foll.,.ing the ,"'gie school·",I'l<d .hooli"" "f2006. 

It i. important to empba.iu lhat OUr COI>Ccm ;. not limited to school •. The Connecticu, ngedy ;. rererTed I" .. I 

school .hOO1ing. bu, it i. beller described .. a oJo"" ing ,hat 'ook pl .. e in I school, II i. alJo ",Ie .. an, to .onside, the 

hundred. of multiple ca ... lly .hOOlin" that oc<:'" in communities th"""ghoulthe United S"I<1 e .. cry yUr. Few of 

them ,"""ur in .. hool .. bu, of cou..., "" espedlU! tragic "'Mn they '"""ut. Vet .hiklrt:n are .. f.,. in ,,,Il001. than in 

llIDOSt any O\hcr place. including for ""me. theiTOW" homes, 

While .. hool •• ", ofparamoun' ""n"m. tM locoion ofl shooting i.!IOt il< most importan, foaturo, allhough il i. the 

"lOSt vi,ibl~ From the standpoint of pr ••• n'ion, ... hat mon ... more i. the motivOlion behind . """"'ing. It i, too ooon 

to dn,w eonclu.iot'l$ about thi, Ctie, but in every nass s.boo\ing _ m"" eon.ider twO keY' to ,,",vention: (l) 'he 

p", .. nee of ... ere mental illn ... oruIIor (2) an int"... interpersonal conni« ,ho, the ~""" could "'" ~Ive or 

'olerate. 

Inclination. to intensify security in .. hools should be reconsider«!, W~ cannot and .hould no, '"'" Out .. hool> into 

fan ........ Effeclive pte'l.nlion COnnO' ..... i' unti l the .. i •• gunman in . school pari:iniliot Wc ncod ",." .... "" .uch .. 

mental h.alth ,upporu ."" thrcot ,","men. t~I''''' in ~"ery .. hool ond community "" thai peOp ~ can ... k ... istaltce 

when they =nani>e tha, "'m""". i, troubl<d and~ui ... htlp, For communi I;' •• this .pealu to I nud for i",,~d 

...... to _II integn.led .. ",ice ,troct ...... across menlll health. I.w enfotorment. and .. laled ogendes_ We must 

<f":",,rage people 10 seck help when they sec that ,It)mcon. is <mbroiled in on int .... , pet>i'tent conmct Of i, deeply 

troubltd, If we can =lP'iu and omeliora,. tllest kind. of .i .... tHms, then""" will be mo .. oble to p"""nl .iolence. 

Th ... ",uos .. qui .. lnention .tthe school ond c","",unity le.cI •. W. believe tlut rn<:arch ,uwo<u ' though,ful 

approach 10 .. fer .. hoolJ, guided by fo", key.lemen,,: B.lonc., Communication, Conn«:ttd". .. , ond Suppor1. 01008 

with "'engthenod '''''''tion 10 """'tal h.al th n«<l. in the community, "",.nor«! th"''' ,","ment oWroachco., ,,,.is<<! 

policies on youth . >posu", to violent m«iia, and bcreaoed cfron, to limi' inappropriate ..., ... to gu"" and <>POd. lly, 

.... ul' type ,,' .. pott •. 

Ihl,,,u - Cu",,,,. ,,I<'''"n - Co~n<" dn ... - SuPP"" 

A balon,ttI approach imp Ii .. wcll.integnted p"" .. nu thatlnake ..... and are .ffectiv •. Although i' m.y be logical 

10 """ .... 1 public .n'ranees to a .. hool. ",Ii.nee on m<lal tkt«:tOB, security com ...... guards •• "" enlry check poin .. i. 

unlikely to provide p:otection Isoinst .11 ",hool·n:lllttl .I>ootinp, including the """",ting " Sandy Hook Elemenllry. 

Indecd •• hOO1ing' h." occurred in .. hool. wilh .rict .ecurity mc .. ures Il .. ady in place. A balanc"" opprnaclo t. 

p",v""ti", Yiolence and pro,",,:<ing "uden .. includcu variety of ctTons add .... ing phy.ic.1 safety. educ.tion.ll 

practices. ."" programs Ihat '''ppon the """i.l, ..... 01i"""~ and behlvi"",t nt«I. of .!Uden ... 

Communl.OIlon i. critical. Comprehensive .... 1)'1<$ by the U, S,~ ... S.",ic •• Ihe FBI, and numerous ..-chers 

hay. """.Iud.«i that the mosl effec,iv. way 10 p ... ent many acl< of .iolen .. latieted It .. Il001, i. by maintaining cI ... 

eommunication and """ willl ""denl< and olll.". in the communiI)'. '" Ihat th ... " ",ill be rq><>rttd and e", be 

invesligated by .. _ible .ulhoritie •. A"empts to detect imminently .iolent individual, based on profiles or 

checklisl< of dtancteristics are ineffccri" and a .. mosl likely to ,",ult ;n ilI~ identif><atiOrt o(innocent ""den" or 

other individual . .. being d.ngerous when they oaually poK linl. or no th .. ,,_ I""t.ad, school authorities .hould 

concenlrate their .ffon, on imploving communic",ion and , .. ining • team of .l4ff membe .. 10 uot principle. ofth", .. 

...... n\et1, to I4k~ ", .. onable "cps to ~Iv. the pntblcrns and COnmCI< .. v •• ltd through a th~ , invesligation, 

Concerned .ouden", parents, cd ..... t ..... ond Slnd,olde .. in the community .hould a"end 10 trnublinll beha.viOl1lhOl 

oill""l something i. omi ... Fo<.umpie. ira p<1WI uti .... th .. al< 10 eng"ge in. violent actor di.pll)'l l pronounced 
67 

clange of mood and relaled oooial behavior. or is engaged in a severe conflicl wi,h f&mily membe .. 0' cowotk .... il 

makes se1U< tocommunicale tonecm.IOOlherS who mighl provide ... i'lance, Early id<n'ifica'ion i. impo<Wll no1 

only to pre>'Cn' ~io ence. bUllO pro_id< """,bled indi_idu.l, the ,uppon, "". un.n,. l/Id holp .hey need. 

Sehools ""d communi.ies mu" find effective m"'" 10 overcome any ,.luc1.U\ce '0 break unw,in ... roles 'gailUl 

"""llinS" or ""'itching" by communico'ing 10 all community mcmbeno 1h.a, .I><i, live. or IIrc lives oflhei, friend, migh' 

d<ptnd on scexing h<lp for ltOubled individuals lief"", problem> ~I .. c_ Chan""I, of .mcien'. use,-'ner"lIy 

communic •• ion need to be cs!Obli,i>od and ... i"w ned. and can be f.cilitated when community memberS. studen .. and 

... rr memberS rccl comfortOblc bringing eooc<:rru rogording .. fely to the o!lcn'ion of school administrators. 

Con • ..,t.dn ... refero,o wh. t binds "1Oi<1Irc'0$ famili ... fiiend •• and communiti ... AIl.lud.n" need 10 feci thOl 

they belong at their school and 1h.a. othen core for IIrcm, Similorly. local neighbofhoods ond communi Ii .. are belle. 

and .. fer pi .... wllm neishbors look """ ror one """th« •• '" invol, .. d in communily oc,i_ili ••• and ca re about the 

welf"", of .. ch o,hes-, R .... reh ;ndie"e, tho.t ,hooe Slud<nts mosl .. risk for delinqllClICy and violence .. "often Ih_ 

who .'" m.,., oli.""I"" fram the school communi),. Sthool. need to ..,och """ 10 build pooiuvc eo,,,,,,"i,,,,, 10 

matBi""lized ,,"""n' .. lhowing oonccm •• nd f"'"<ring ,,-enues ofme.ningful involvemenl. 

Supporl i. crilica l for effective prevonlion. Many "uden" and fomily memben expctionce life .. resses and dim"ullies 

Dep .. ";on. ,,,,,iety. bullying. incivility. and • .,ious f",ms of conniel need 10 be t.~"n scTI"".ly, E ... .,. school .hould 

".,.10 rnvirorunen" wi>«< "uden" and odul" feel .molionally .. f. 0"" have lhe capacily 10 .uppon one on<>tlrcr_ 

Schook mu" , 1$0 ha, .. the .. SOU,C<1I to ma'n .. in :vidence-based programs desi,n"" to oddreM bullying ond other 

fann, of ,,"denl connie!. Research·",,,,,, violme< prevC"nlion and .. 101"" <:<>mpr<holUive .... WOr< programs . hoold be 

off.red. followin& a three-lier approach. operalin,", unive ... 1 (",bool_wide). "'liNed (r", "ud.n" who Of. 01 ri.kj. 

and in", .. ive <for .lUden" who a.., atllrc highest :evel. of ri. k ond need) le.els. 

NlIionolly. the menIal hca llh nero. of yooth and <dul .. ore often ,honclanged or neglec'ed. Thai neodo 10 chong •. 

Ulin~ muoh·needed fede",1 and 1 .. le funding, conmuni'y·based mental h .. lth organizalion, .hould work in 

"""'P<""lion with local taw enfon:emcn~ school" ,nd otller key communily slOkcholdtn to crtOl" 'i)'>tem of 

communilY-based mental he.llh ~ponsc ODd thral os.sc"m.n1. n.- efforts should promote w.lI ...... well os 

odd ..... mental he. lth need, of all community me .. bero whil •• imultaneou,ly u.ponding '0 poo:.n'ioJ th ...... to 

communi'y .. f«y. ThiJ inili .. iv. ohould inclUlk . luge ",ale public """""'ion and o"'arenes.s campaign. alons with 

newly C"'ated chonnel< of communicOlion '0 help ~ servi«, 10 those in need. 

Research has .... bli<hed !holeo,,,i"u,,,, expo ..... 10 media v;"le .. o (e_g_. TV. movie •• video gam .. ) can increase the 

likelih""" of phySically ODd verbally aU"'Mive b<ha_i",. "881I''';v<,hough' .. l/Id oW"''''e emotion., E. poou", 10 

viole ... in the medlo ~an lead 10 (I) di,placemenl of healthy ocliv;'ies. (2) model;ng inoppropri",e bc:bavioro. (3) 

di.inhibi'ion ohodally proscribod hehaviots. (4) descn,,,i""I;OOIO IIrc hotmful err""" of violon«, (S) .U .... iv • 

......... 1. and (6) osoooialion with . cOlUlella,;.,n of ri.k-taking behaviors. Takon togethn. this research "PCO'" to a 

.ttor\g need 10 .. vi .. policie, on youth e. "",ur< '" _iolence in ,he medi •. 

Fi""lIy. il i. a lso imporlonllO acknowl«lge tho.t aceo .. to gU". play. an impotlanl role in many acts of serious viol.""" 

in the Uniled Stales. Mulliple hnes of ..... "'h have demo,,,,,,,,,,,, • cle ... co""",,"ion betwe.n 1"".1 avoilobility of iU"" 

.nd 8un-",I .. "" viol.nt behaviors. with "Iimales .fdose.o 2 million children ond odol<$CCnlS having o«:nl ol home 

10 loaded. unlocked ,uns. Although gu", are never the ,imple cau.e of. violenl act. the availability of Ielhal weapon. 

including .... ulllype we.pon. '0 yoolh and ad"l" with emotional di.nub"""e and ..,tiooo;'1 behavior poses • seri"",, 

public health problem. Ou. polilio,l 1.ad .... need., fi nd a ",,,,,,,,,ble .nd cons,ilUlional way 10 limi' tbe wKiespread 

ovailabilily of aun. 10 penons who are unwilling or uMbl. 10 us< lhem in 0 re.pon.ible. lawful manner. 

In , u",mo ry, we uk for a renewed nOlionwide .IYon 10 address II>< probl .... ofm ... o.hoo!in,. d .. , ha"e occurred 

repe .. ""Jy in alit schook and communilie .. Now is lhe lim. for our politioolleode .. 10 lake me.ningful o<lion '0 

addrcs.,he need forimpra""" mental heallh scrvi'e' ond prall,elian from gun violence. AI the .. m.li"",. eoncerned 

cili'elU ;n eve.,. <:<>mm"nily .hould engage in cornprelH:lUive planning and coordinOlian to preven' violence in 011' 

5<bool. and eommuni.ie .. These pllUU lhould incbde acce .. 'a men .. 1 he.lth servlees for youlh and odullS who .'" 

showing $ignS of l"Y"hologicol distress. inc tudingdeprr .. ion. an~iety. wilhdrawal. Inger, and agar ... i"" as "'ell as 

... i".nce for the funili", ,hal ,upporltl><m. Thel>ol1om line i. tho.l w. must 011 work loselherloword .h~common 

gool of """,,ing au' school$ and communili .... fe, 
68 

The lXI.ilion .tatement and a comp lete li.t of or,ani:atlon. endor.ing it i. posted at: 

htlp://cu,ry.vi'llinia.edu/article./ .. ndyhook,hooting 

Co_.utho".f,hb docum.n , (I" . lph.beU •• 1 ord«) 

ROd Avi As'." Ph.D., University of Southern California 

ra'lor@usc.MU 

D.wey G. Coonell. Ph.D., Univ .... i'y "fVirginia 

dcomc"@vi'llinia .• du 

Doro,hy L. E~I.g., Ph.D" Unive .. ityof lllillOi •. Urbana-Champaign 

.~I.ge@illinoi •. Mu 

Micha., J. Furlong, Ph.D .. Univer$ity "fC.I;f":I1i., Sonl8 Ba"'.ra 

mfurIOdg@e<luc.tion.UC$b.Mu 

Shan. R. Jimerson, Ph.D., Univtr$ity of C.lifo,nio, Sonl8 B.rbara 

jim.rson@e<l",alion.uesb.MU 

Mal1hew J. May.r, Ph.D .. RUlgers, Ihe State llni .. "ity .fNew Jersey 

moyenna@rcinngc".Mu 

Amanda B. Nick<T$On. Ph.D. , Uni'~l$ity at Bulralo, Stale University ofN .... York 

nicke""(1;buffalo.Mu 

David Osher, Ph.D .. Americln Instilules for R ..... "'h 

do,her@.ir.org 

G«>rg< SUgli, Ph.D .. University ofConne<:licut 

goo,ge.,ugai@ucolln.edu 

An"",hool Al ii,,,,,. 

Alh<ni C<IIler f<lf lhe Provention .fBullyi ... Abuse,nd 5<'-1 Viol,,,,,,,, Univeni,y.t BufTol. AlI,once for Ch,ld",n and F,mil;" 

Americ.n A<odtmy of5<'-1 Psy<holosY 

Americ.n A>ooci. "on ofColI.g .. for Te..,"'" Educ .. ion 

Amen .. n A>ooci. tion of r"loral Cou"..l"" 

Americ.n A .... i .. ioo.f Un'v .... i'y Wo""", (AAUW) 

American _ of5<'-1 P'Y'''''1o&Y A""".:On CoU, .. CouRSelina A.""i .. ion 

Arnorican CoU ... PonontlOl A...., .. ,ion', Comon",ion for C.,...,..lina" I'sy<holog ... 1 S«v'<d(CCAPS) 

A"",,".n C"" ... i! for 5<'-1 Soti.1 Wor~ 

AJD<ric ... D.n« Th<npy ..... oc;"uon 

Am., ..... Ed"" .. ,.,...! R .... "h A....".,ion 

Americ ... federa,ion orre.d, .. , 

.0. ..... 1<.,. Grnup P.yd,.' ..... py A....,i.,i .. 

A"""'e ... Music Th<npy A,...,;",ion 

A'n«ican On!>oplty<h .. tnc A .... i .. i .. 

AJD<ric ... P",f...;.,...1 Soti<-ty OIl .he Abu .. orChil.",n 

American 5<'-1 C""",,,lor A .... i.lion 

A .... i.lion for Ambo",....,. Beha.ionl fl •• "Ire.", A .... i .. ion forTro""'" o..lruch" P", •• n'ion (ATOP) 

A .... ;I1ion for Univ=,'y and College C.,."....lin, Ce.rc, Dil«'O<S (AUCCCD) 

AWlCia'",n .fCou"",lin, Cenlc' Traini", Agencies 

AWIC;,,'ion of5<hool U,..i"" .. orr .. i.l, In,.,,,,,,;""'1 

Beach C<IIter 00 Di .. bili,y, UnIV."i!), .f Kan>os 

Born This W.y Foundatioo 

Bullyi., R .... "'h Network 

C. !ifomia A....,IO'ion of School Soti.1 Work." (CASSW) 

Co)iforni. Organ''''ion of Counsel in, C ...... , Dil«''''' in lIisher Ed"" .. ion C. lif"",;. Pup,l S.rvices Co,li,ioo 
69 

CtJifor"," Society fur Clin,cll Soc .. 1 Work 

CtJifom;" Technit. 1 A .. " .. "". C..,t ... "" PSIS 

CAMII C.nln: for rr.:vr:n'ion SciClI«. Toronto. CI.oda 

Caroli"" N<tworlo: f", School M,n .. III •• llh 

"" C ...... for Ikhavior Educ.otion 0IId R."".,.h. Nc., S<:hool of Ed"""i"". Univrnl!y of Con_,",u, 

C .. 1<f fur Child ond ~Imlly W'''.t><lnl or </Ie Unlv",lry of N'~. Lincoln 

C .. ". for lIe. llh 0IId 1I .. lth C .... on School1ot G«f&C' WI.hinS'on Unh .... i'y 

C .. ", for H .. lth Promo .. "" ODd 0,,,,,",, ""'venti"", W;I><I ... R .... n:h Insli'ut •• Windber. PA 

C""te. f",School M.n .. llI .. lthar II>< Un,vrni'y ofMoryll1><l School ofMcd;'ine 

C«Iter for V;okncc Pf<v,n'ioo, Uni ... rsi'yofNonh"" lo .... a 

Characte. Education I'o" .... hip (CEP) 

Child A .... P='Cfltion Sc .... ic .. (CAPS). ROSlyn. Now York 

Chlld Wei f.,. U., ... of A""n.. 

College of Ed .. .,ion 000 lI"mlO Develop", .. t. Un~=<ity of M';o< 

College ofEdocation. Un"""iry of IlIi","' 

Communi' ... 1I •• lins Adol ... ..,t Derr-ion '" S.d""(CIlADS) Coal"ion for M ..... IIt .. hh 

Coonoe'",., A"""il"oo of School P.ycho.,,, ... (CASP) 

Cou",il fill Childrm with Bol>avi"",1 01_ (CCBD) 

Council fill E..ccp< ..... 1 Child"n 

Council ro. E..cq><""'1 Child",n Division for Re""orch (CEC·DR) 

Counc,l of Admin;"",,,,, of Speci.1 E4ucotion 

Council of Di ... "", of School Psychology Pro"""" (CDSPP) 

Council of New Yorl Special Eduel1ion Admin"t ... ''''' 

C""",;I "" Social Worl; Ed .... ion 

Di,'i.ion of Lumina Di .. bilites. Council [Of E>ccp<ionol Child...., 

Early C.,..I><I Edocali"" C""sortium 

Educ."on Dcvcl"l''"'''' CcntC1' 

E .... I)'OO< R .. din. 

r ..... il ... Intemlltionallncor]>Or1ltcd 

rllnily Viotence and S"U11 A .... 1t b"tit.te. San IXego. CA 

rcdED •• ,,,.fcdcd,orl 

FEID.hlv;""1 He.hl>, lne. 

O,,,,,,,"y to Coil.,. Nati.,.,ol Nerwork 

Ootoway Yooth S."idc P ...... ,,"" Resourceo p.n"'rs/llp, S,. I..oui, 

0 ... ". Orad.o" S<:1too1 of Ed"""""" Uni ....... 'y ofC.lifom;" Son .. Bilbo,.. 

Orad ..... School Df Educa'ion. R.,S"'" ,he S,". Uni", .. i'y of N ..... J .... y 

11 ... 1"". Founllo,ion 

Ili¥hc< Ed"",,, .. COl\SO<1;um for Spec;"1 Educo,ion 

ltigllScopo Ed""otional R .... reb F""fI(b'ion 

llii""is Council for E..oq"ional Chi~ 

II li""i. School P'ycholoci ... ASIOCillion (!SPA) 

Insti'"'.on VioIe=.."j O"'uU<ti .... Boh""". Uni .... i'yofo..g"" 

1."i,ule "" Violen«. Abu>< ' nd T",uma. Son Di'go. CA 

Inte"'ivi''''''1 Tu l: Forc. on Child I.d Adolesoe-n' 101..,,,1 1I •• llh cr ,,,. Amtrio'n P'ych"krt,,"1 A"", .. ,ion 

In"mot ..... 1 Bully,nl Pf<vcn""" A"",i.""" Board 

I."motional A"",iotion of Appliod P,),<,boIogy (ECOSOC and DPJ) 

In .. """ional R,odi1\jj A"",ioti .. 

Intomotional School P,),chology A"""ialion 

In«rnl1ional Sociely for'''' SludyofT,..u"", '" Di"",""i"" (ISSTD) 

Jcl>ns Ilopkino Cento' for the Prevontion ofy"",h VIOle"". 

,." Commun~y. I"" .. Quak''''''''n, PA 

Kid> Under Twen'y On.c (KUTO) 

Lea<let'ship Cou""il on Child Abu .. '" 1.'otpC1'SOnal Violence 

Loomi", Di .. bili,i .. A.""iotion of Amonel 

Main. PSIS t..e.I<'ohip '" Polity Cou""il 

M ..... hu ... " Schoo! or Pror ... ional P.ycoology 

Musoohu<ctts Schoo! P.ycholo ..... A"", .. ,,,,,, 

M .. ningfuh.·orld 
70 

Medi"ioo C,"'.,.. o( Dute ..... Cou.'y, NY 

Mediation Worb 

M,n'" Health "'n",ri<a 

Midw.,., Symposium for L .. d.nhip in Ikho.ior [);1Orden 

Mi"';rordil Unlv"';lyT .. ch<t EdocollOfl O<part,..., 

Mi .. i"ippi Psycholo.io. , ... """i.,ion 

N.,; ..... , .......... ;., ... ' f ... Ch;I~ ... ,'. !k1 ....... I!! .... '" 

N .. KmaI A...,.,i.,ion (or Pupil T .. nspon.,ion 

1'1.,;...,., ... 1I1 .. ,co of Bl><k S<hool Ed"".,,,,, 

National Alliance to Advot>e< ... dol...,.nl H •• llh 

NotlOlll.l ..... o.,;.,ion for ,he Ed"""ion of Yo ... Ctlld,on 

National A"""i .. ionof A""roxi. N<fVOU" Aosoc ,",ed Di~rs, Inc. 

Notional A...,.,I.,iO<> ofCou"'y O<l .... iontl It,olllt ond De>'oI"" ...... 101 D;s..bility Dim;,.,... 

N .. ional ... """i"ion ofEkm<"'1U)' S<hool PrincipoJ. (NAESP) 

N.,iona l "'"""iatioo ofPedi.<ri< Nurse P...."iho""n 

National "'osocio,ion ofScl>ool Nurse. 

N.,ion.1 ... osoc;",ion of School P.ydloloJilU 

N.,iorIal A...,.,;",ioo of Scl>ool Resou«< omo .... 

N"ional A""";,,,ion of S«on<io<y School P,mcipal, (NASSP) 

N .. KmaI AIIOI:;"li"" of Soc .. 1 Wor . .... 

1'1""",.1 Auoc;""oo ,,{Soci.1 W"'k ..... C.lifomi. Cl\IIp<ct 

N"ional ... """i.,ion 0(5,,« Boo,'" of Ed"""i"" (", ... SBE) 

Nation.1 "'SIO<i.,ion ofS .. ,. Direo'"" of Spec"'! F.d"".,ion (N ... SDSE) 

National ..... 0.,; .. ;..., ofS .... Direo<ors ofTcooll<r Ed"",,;on ODd Ccrtlf""'Ktn (NASDTEC) 

I<>liona l Career Developmonl A>.1OC;'''1OfI 

N.""".IC ..... r for l,e.ml"i Oi .. bil"i .. 

I<.,iona l Ed"""",,, ... """i .. ;on 

101 .. """,1 Fodmt"onofF.mili .. forChH.wn·, Mo""'l!o.lI~ 

N"ional H,od S .. ,., A"""",ion 

N"ional o. ... i .. ,;on off .,..."';" Soc;,,1 Work 

N .. ional Partnonhip 10 Et>d In'...-prnort.I1 VKtloooo .... ross lhe Lif<>p>" (I<PEIV) 

N .. iorIal 5<hool CIt .... « C .... ,.,. 

1«"& 5<hool of Educ,'ion. UniversilY ofCon"",,'io .. 

Ntbrs ••• Cenlt' fo, Reka",h onChildm>, YOIJ.h. F.milt .. , ODd 5<1I00I ... ,he Univ .... ,ty ofl«b' .... 

I<ow J ..... y A...,.,i."on of5<hool I'oycholoaiSIJ 

1'1, ... l ..... y Co>li,;"" fOO' OuIlYI"i Awormess .nd I'r<:'COlton 

New York A"""illton of5<hool Psyd",I"';s<. 

1«,.. York S .. " C,.,., fOO' Sohool S • .r .. y 

Psrcntt; Forum 

P.uod<na Pride C,.,,' 

Pcnn<yl"..nil .....".,i,,;on ofC<tIl<II ... nd Toacher Ed"" .. .,.. (PAC-TEl 

I'r<:vont Ch,ld ... bwo Amorica 

"'""'" RiO(! P,y.hology ..... od .. ion 

Robat F, Kennedy Cent« for J .. "oo ODd Humon Iti"," 

Sohool of Ed"" .. i".., A",.d .. Un"",..ity 

School of Ed""olion oM Homon Oo>oI"""",n', Uni ..... ily of SOIl,hom M.i"" 

So_, Soci.1 Wo,k A"""i .. ionof America(SSW ...... ) 

Sh<l'l"',d Prall H<llth Sys«m., Bal<imore Marylond 

$o<i.1 W",k Proiranl. Univ<""y of W;",.,...in-$uptriOO' 

Soci., Wori; Seclion, Ameri<on I'IIbll< Ito.lth A""",.,ton 

Sod .. y for $0<;"1 Wori;ond R~ol'<h (SSWR) 

$o<i«y fo, III< S,ody of School Poyol>oIOJY 

Speci.1 Ed"""ion Proanm. CalkS< of Ed"""ion, U,i ..... i'y ofWuhing<on 

S'op "'bus, Compai", 

S,udont AITth.l<1ln 5<hool P' y<hology (Di.i>ion I~~ Am«1ean I'oy<holo" .. 1 A._i .. ion 

Suffolk Coon,y I'oy<hoIOlk.I ... .-iotioo (SCP"') 

TASH 

Toach« Ed"" .. ion Division o(,h, Coun.il fOO' E«<]:'Ktn.ol Child"", 

TESOL Inlrnu"ion.1 ... """lotiOO'l 
71 

Ton. Educa'lOII>1 Di.S_'k' ... • '\' .. oei.,ion 

llNo Boys In"i .. ,,.. 

llNo F",nk POI'" O,. ... mChild D<~I_n' lou"'''. 01 'he Un'~r1"~ ofN .... h c.roli ... 'Ch.~1 H,Il 

llNo I1YPoloJ)'!'os, 

llNo Olwcu. Hully,", Pre, .. n""" P""",,, 

llNo,.pi,,, fOO' Soci., R •• poq.ibility 

T •• i ..... uf3<I"",1 r."I",I.,."" 

Uni,ed NeiJhbothood Cm'"" of ,\.mai<. 

Uni~r1i'~ ofC""""",ku, '\',J. POppOnikou Cm'", for Dcvdopmcntol Dwbili,ioe$ Ed""OI,on, R .... "'h ond s..-. ... Uni,en,Iy of Loui"iII. Ken' School of Soc,.1 Wort 

Uni,,,,,,,y ofSou'he", Cali forni' Raui .. School of Ed"".,;.,. 

Un""""y ofSouthe", California School of Soci,l Wotlr. 

Upper Bucks lIe.l,hy Communi,"" 1I<oIII1y yoo,h Cooli'i"" 

V;"I'ni. An'i·Viokn<:e Projec, 

Voio: .. f", '\'m.nco·.Child"," 

Voit .. fOO' ,\.mai<.', Child",n 

WiororuIin School P'y<holoJ'''. AJ$OC;',ion 

Wi"", .. Ju,,"'. 

World Coo""il fOO' P<y,hooh ... py (ECOSOC) 

So<i .. y fo, O"n.'" P.y<hokllY(D,vi.;.,. I). Am .. ian P,ycholosk.l AUO<la'K>n 

Ex~ri""'nlll l'<ycholoJy (D;.i.ion )). An, .. icao PsyeholoJ",al '\'J$OCIOI;'" 

£ .... I""'ion. Me...,...",..,', and SIIli"k. (Di'ISion 5). ,\.n>eri<.n l'<y<holop;.1 Auoc,atK>n 

D,v'm. o{Be"',,,,,,,1 Nouroscimo:e and Compo ... ,,"" I'<y<holoi)' (D""ioo> 6), ,\.mai<.n l'<y,hol"lk.1 M_i .. ioo> 

o.~lopm<ntol r,y<holoJy (Di.i.ioo> 7). Amerk .... P'y<holoti<al ,\. ...... i .. 'oo 

Soc'''Y for the rsycholo&k.1 Sludy ofSOC,.II ..... (Di,i.i"" 9). American r'ycholosi<. 1 ,\. ...... i .. i"" 

Soci.,yofClink.,l'<ychol"ll' (DO,"i"" 12), A ..... mn P.y<holosicol ,\. ........ 'ion 

Soci.,y ofC""",I'ing P.y<hol08l' (DO,i.ion Il). Ammc.n P.ycholosic.ol """"';"ion 

Soc'''y for Indust,;.1 and (\rpniu'iono) r,yehoioal-(Divi.ion 141, Amai<on I'<y<hol",kol A ..... ' .. ioo> 

Di,i.""" of Ed"" .. i.,...1 roycl\oloJy EC (1Ji"'i"" II). '\'m<nc.n I'<y<holo&i<al A...,.,,.,K>n 

School P'Y<1>oIosY (D,.i.ion 16). Amer",an P'y<hoIop:.1 Auoci .. i"" 

Soc'''y ofCoo"" ' nll'<y<hol"ll' (Di,i""" 11). A .... ncan l'<ycholoJic.1 M.od."on 

PsycholoJl'" in Publ,c Sc<v1CC (Divi'K>n 18). Amercan P.y<holoJocal '\' .. od .. ;.", 

Applied F..xperime"ul 0tId Enlineering P'y<hololY (Di,i"on 21). Amerkon l'<ycho!oJic.1 A ..... ' .. _ 

S"",.'y f",-Con.umer P<y<hololY (D""ion H), Am<rican P,ycbo""ic.o! ,\.._, .. "'" 

Soc,." fOf the l1i"OI)' "fP,y<hol<>&\, (Di."ion 26). Amerk .... P,y<hololt .. ol ,\....,.,i .. "'" 

Soc;"y fa< Commun,ty R<st1In:h ond '\'«ion (Di.";,,, 27). American PsycholoJl<al ,\....,., .. ,ioo> 

P.ycho<henpy (Di,i, ioo> 29). '\'merican rsy<hololk.1 A ....... 'ioo> 

So<'.'Y ofPsyehololk.lltyp..,.u (Di,,,ioo> )0). ,\. ... ricon Psychololk,' Aoso<'''ioo> 

D"i.ion ofSI>", Pro,in,i. , .nd TerTi,oriol AlTii" (Oi".ion ll). Alncrican P' y,holoSk. 1 A>oo<i.,ion 

1"«110<, ... 1 .nd Oe."lopm<nul Disabili'ies (Di,i,.,. 33), Americ." P'YCho!oJicol Auoci.,ioo> 

Soci .. y fOf En,ironmenlOl, POpUla,""". and Conocrvll lOll P'y<holoJy (Di."ion 34). Aln,nea" Psy<holo&ocal Auoc"'ion 

Soc'''y fOf ,he ?'ycholoJy of Religion .nd Spi,;, ... I.y (Di.;,,,,,,, l6). '\'mericon rsychoioV:ol A ...... i .. ioo> 

Di,i.ion of Health Psy<hol"ll' (Di.;'ioo> 38). '\'merie.n Psy<holoJic, 1 A ...... , .. i"" 

P'y<l>oonoly'" (D,yi"on 39), '\'m<rieon P»"holo",.1 A...,.,io,iott 

Di,i.ion of Clinic. I N<urop.ycholQ&Y (D,v"ion 40). ,\.merkon Psycho""i .. 1 A...,.iOlK>n 

Soc;"y for Fam,ly P.y<hololY (D,,,,,ioo 43), Am<'Iicon P,yeholo&k. l M.od"i"" 

So<i<ty rOT ,be S,ody or L .. bi.n, Goy, 8; ... "",. and Tron.i<n ..... 1 .. 1ICl (Di.i.ioo> 44). '\'mcrk ... r,yehololk. 1 Auoc'''ion 

Soc'''y fDr ,be PsycholoslClI S,udy ofEthnk Minotity I"""" (Di.i,ioo> 4S). A .... ,kan P'YCho!ot:'o. ' A ...... i .. i"" 

Soci«y f", the S,udy of p.,ce, Con~"', and Viol.n", (Di""ion .a). Amai< .... Poy,ho,,,,i"" ,\. ...... iOl"'" 

Soci.,y .. fGroup Poychol",y and Group rsy<ho'henpy (Di,"ioo> 49). A ..... kll1 P'y<holol'COI ,\.,soci.,ion 

Di".;.", of AddIction R ... arch (Div"ion $(I), Am.,,<.OtI Poy<ho!o&i<.1 ,\....,.,i",,,,, 

Society fOf ,be P'y<holog".1 S,udJI of M.., ond M .. ,"'in;'1 (Di""ion 5 I). Am<ricon P'y<hol",icol '\'>oo<i.,i"" 

lfi1<m.,ional hycholoi)' (Di.;.;.", 52), ,\. .... riCO" PsycholoJi,,"1 '\'uoc",;"" 

Soci .. y of Clink. I Child .nd Adoks<.", I'<ycholop (DO,"lan 53), '\'rr.eri<on Psy<hol",ieal """",;.,ion 

Soc,,,y of Ped,."k P,y<hol"ll' (D'vi.""" 54), Ameri<:an Psycho'",,,., A...,."""", 
72 

Bob AI80,,; .. , Ph.D .. Unl"" .. ilyofNonh Caroh""" Cha,lot .. 

C"', An<l<...,.,. Ph.D .• 10"" S,.,< Un've ... ;,y 

luli. Anllll. , Ph.D .• Univm; l~ ofC. lifomi .. San .. ~orban 

Anthony Anl<l<h, Ph .D .. RI>ode [,I.nd College 

SI"<>I Aro8on, Ph.D .• T ..... S' ... Univ<"i'~-S.n 1\1 .. <011 

Ron A""", Ph.D .• Uni,.,.i'y ofSoulhern Californl. 

C .. olyn B ..... Ph .D., Au"in. TX 

SI>eri Boumon. Ph .D .. Un,,,,,,,ily of Ali",,,,, 

Cleori< Reo,. Ph.D .. Un;"" .. "y .fo.low ... 

Torn BellomY,Ph.D .• Univrn;,yofW .. hi~1<HI 

Rami BcnbrniMny, PhD .. II .. II ... Uni, .... "~, 10"" 

RIChard lIO<In". Ph.D .. Un'''''''''y ofV''Iini' 

o. .. h Boyd. Ph.D .• NYU & 11.",.rd IImm ... C ..... for Inl ...... & So<"'~ 

R...., 1I...Jloy. Ph .D .• Plf<n' and Sp.d.l Ed"co"". Vi' aini. 

C .. t>erinc Bradshaw. Ph.D .. o.PUIy D;~IOr. lohns fI"",io< Cen,., for the Pro.,n""" ofY"",h Vi,ol,_ 

SI.phen Brock. Ph.D., C.liforn .. 5 .... Uni", .. ily. Sac,..",.,.", 

Mary Iklh Bruder,Ph.D .. Unlv ... ~yofConne<lie"' 

B...J Bu'h""".Ph.D .• Ohio S .... U.i,.,.i,y 

C. "n, Caban-Ow,n, North Wil"odham 5,1I00I, Con ... ,ieul 

K,lIyC.";, M.A .• N"" YOlk A.-i .. ionofS<hool l'sythologo,,. 

I. M""u<l c..a..Ph.D .. Uni'mily ofC.lif"",;". Sao .. Barboro 

TimolhyC.",II, Ph.D .• U.i,.",,~ of Alb ..... 

s.ndto Cb,f""te .. , Ph D .• Uni""";ly ofC"""«licu' 

COS<)' Cobb. Ph.D., UniYcni'y "fCoo_lI,u, 

I .... than Coh<n. Ph.D .• N.,ion.al S<:11001 Cli"", C .. , ... 

Adam Collins. M.A .• Un;",,.;,y of N,b .... b·L;IIC.I. 

o.""Y Cornell. Ph.D .. Un;'m;' y orVi";n .. 

l oy Corzme. Ph.D., Unl ...... "~ ofC"",,1 Florid> 

Wrndy C"'lI. Ph.D .. Quem's Univorsily, Kinpton. 00"';0. Con.ada 

l""'Ihon c.y,IOI, Ph.D .. Indi,., Uni"'''i'y 

!.ad Cummlnp, PhD., Indi . .. Un; .. ,."y 

RichonJ Oe Li.;, Ph.D .. Oeon. 0 ........... S<:hool of E4o<01;OO. Ru'ge" Un;vasily 

"Thornu OcF.....,.,. Ph.D .• 0. .. N" 8 S<:hooIofEducation, Un"'<";'yofC"""",;"", 

FrartI: Ocl..ourie" Ed .D .• Moli ... Ins,i,u", for Viol<",. ,,",_.oioon ond T,co'mc:n' 

Mich<lIc Oem' ''y.Ph.D .. NOI1 I1<m III;"",;. Uni, ... iIy 

o..vid o.M.Il .... )0. Ph.D .• 0re •• 1 Uni ..... ily 

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Erin Do ... dy, Ph.D., Univeni'y ofC,lif","i .. Son .. B .. b.,.. 

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I<>y« DoIoininl' Ph.D .. Uni""ilyofC<n'rol Mi.-., 

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On.d<1o EsptnOOI., Sult ... Counly S<:hoolo. CA 

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Alb<n F.rrdl. Ph .D .• Vi" ini.CornlJlO<lw •• llh UniwISi'y 

P,ter F,.";""', P.Y.D .. N"" YOI1< A.-i"",,, orS""ool P.ycho"";,,. 

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Diaroo Fi,hbein, Ph D .. RTlln'<rnlII;on.1 

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Lori F;<I1mOJl. P'y.D., 11."",-d M«Iic. 1 Sehool 

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74 

Timothy Lew,>. Ph.D .• UniI'CBi'y of Missouri 

Roba1 LicM .... '.in. Ph.I)" M • ....,"u ... ". School or Pmf=ional P'y,boioU 

S.nj.min L'i"upn.. Ph.I) .• Utah SlI'. Univeni'y 

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SmJa O'K«rf«, Ph.D .. Uni,on"y ofCon".."lCu, 

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""it Rodk;n. Ph.D .. Uni",";'yof lllilH)i. 

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75 

[Questions submitted for the record and their responses follow:] 

U.S. CONGRESS, 

Washington, DC, March 22, 2013. 

Mr. BILL BOND, 

National Association of Secondary School Principals, 6165 Keaton Lane, Paducah, 

KY 42001. 

DEAR MR. BOND: Thank you for testifying at the February 27, 2013 hearing on 

‘‘Protecting Students and Teachers: A Discussion on School Safety.’’ I appreciate 

your participation. 
76 

Enclosed are additional questions submitted by members of the committee after 

the hearing. Please provide written responses no later than April 9, 2013 for inclusion in the final hearing record. Responses should be sent to Mandy Schaumburg 

or Dan Shorts of the committee staff who can be contacted at (202) 225-6558. 

Thank you again for your important contribution to the work of the committee. 

Sincerely, 

JOHN KLINE, Chairman, 

Committee on Education and the Workforce. 

REP. RUSH HOLT (D-NJ)

1. I have introduced legislation in the House, the Tyler Clementi Higher Education Anti-Harassment Act (H.R. 482), that would require all institutions of higher 

learning to clearly define their anti-harassment policies, and distribute these policies to students. In your opinion, what are the core characteristics of a ‘‘non-violent’’ 

school atmosphere? In your experiences with the schools you have worked with, are 

schools engaging in the process of defining what a safe and non-violent atmosphere 

means, and, if so, are they sharing their definition of a non-violent environment 

with the faculty, staff, students and parents of the school community? What reasons 

can you identify that would impede a school from engaging in this process? 

REP. FREDERICA WILSON (D-FL)

1. I think that in every tragic incident we hear of in our schools, we always end 

up saying someone should have done something or someone could have done something to prevent it. 

There is not a one size fits all solution. I represent two schools districts. One has 

a full police force; the other has just a few SROs. That’s the difference in the school 

districts, but I think that one thing that should be available to all schools is enough 

counselors and enough social workers and mentors for the children. That’s all of 

them, whether they have SROs or whatever else they have. 

I don’t think it’s hard for counselors to detect who needs help. The way that the 

funding is now for counselors, there are so few. As a result, children who have problems relating to their parents, relating to their peers, don’t have anyone that they 

really trust in the schools. The few counselors are always busy planning for college, 

testing and other activities. So, the one thing that I think we need to do is expand 

the pool of counselors, social workers and mentors. Because a lot of times, it is a 

matter of miscommunication. 

I have had the opportunity to talk to so many children who are incarcerated. One 

person could help them through a bad day, anger, bullying, mommy and daddy getting a divorce, mommy getting beat-up the night before. I heard someone say that 

one school had a counselor for every grade level. What a difference it would make 

for children in schools. I would like to find out from the panel: how do you feel about 

increasing the number of counselors? 

REP. SUZANNE BONAMICI (D-OR)

1. Many of my colleagues today have focused on school safety with respect to violence in schools. In Oregon, schools are also focused on creating emergency plans 

for natural disasters. Oregon is due for a major earthquake along the Cascadia 

fault, which will likely result in a massive tsunami. Along with the dangers of collapsing buildings and infrastructure, many schools, like those in Seaside, Oregon, 

would lie directly in the path of such an event. Because of Oregon’s proximity to 

the fault, response time once an earthquake is detected will be limited. This is a 

situation that Oregonians take seriously, and efforts to relocate and retrofit schools 

are underway. 

Mr. Ellis mentioned that emergency planning focuses on three categories of hazards, including natural disasters. This is a question for all of the panelists: what 

kind of experience do you have creating emergency plans for natural disasters? How 

is planning for a natural disaster similar to and different from planning for something like a school shooting? What are the special needs that must be met and the 

challenges faced? 

2. Teachers play a critical role in identifying students who need to access mental 

health services. The current shortage of resources such as school psychologists, 

counselors, and nurses is alarming. Having someone in a school with expertise in 

these issues, especially someone who can connect the dots between education, health 

professionals, and home, is critical. In addition, Mr. Bond, you stated that personnel 

are sometimes prevented ‘‘from helping students and families access appropriate 

mental health and well-being services.’’ What are some of these barriers, especially 

in schools lacking psychologists and counselors? Do issues of student privacy play 
77 

into this? Without professionals in schools, what resources do teachers and faculty 

have for identifying students in need of help? 

U.S. CONGRESS, 

Washington, DC, March 22, 2013. 

Mr. BRETT BONTRAGER, 

Stanley Black & Decker, Inc., 9998 Crosspoint Blvd., Suite #200, Indianapolis, IN 

46256. 

DEAR MR. BONTRAGER: Thank you for testifying at the February 27, 2013 hearing 

on ‘‘Protecting Students and Teachers: A Discussion on School Safety.’’ I appreciate 

your participation. 

Enclosed are additional questions submitted by members of the committee after 

the hearing. Please provide written responses no later than April 9, 2013 for inclusion in the final hearing record. Responses should be sent to Mandy Schaumburg 

or Dan Shorts of the committee staff who can be contacted at (202) 225-6558. 

Thank you again for your important contribution to the work of the committee. 

Sincerely, 

JOHN KLINE, Chairman, 

Committee on Education and the Workforce. 

REP. RUSH HOLT (D-NJ)

1. I have introduced legislation in the House, the Tyler Clementi Higher Education Anti-Harassment Act (H.R. 482), that would require all institutions of higher 

learning to clearly define their anti-harassment policies, and distribute these policies to students. In your opinion, what are the core characteristics of a ‘‘non-violent’’ 

school atmosphere? In your experiences with the schools you have worked with, are 

schools engaging in the process of defining what a safe and non-violent atmosphere 

means, and, if so, are they sharing their definition of a non-violent environment 

with the faculty, staff, students and parents of the school community? What reasons 

can you identify that would impede a school from engaging in this process? 

REP. FREDERICA WILSON (D-FL)

1. I think that in every tragic incident we hear of in our schools, we always end 

up saying someone should have done something or someone could have done something to prevent it. 

There is not a one size fits all solution. I represent two schools districts. One has 

a full police force; the other has just a few SROs. That’s the difference in the school 

districts, but I think that one thing that should be available to all schools is enough 

counselors and enough social workers and mentors for the children. That’s all of 

them, whether they have SROs or whatever else they have. 

I don’t think it’s hard for counselors to detect who needs help. The way that the 

funding is now for counselors, there are so few. As a result, children who have problems relating to their parents, relating to their peers, don’t have anyone that they 

really trust in the schools. The few counselors are always busy planning for college, 

testing and other activities. So, the one thing that I think we need to do is expand 

the pool of counselors, social workers and mentors. Because a lot of times, it is a 

matter of miscommunication. 

I have had the opportunity to talk to so many children who are incarcerated. One 

person could help them through a bad day, anger, bullying, mommy and daddy getting a divorce, mommy getting beat-up the night before. I heard someone say that 

one school had a counselor for every grade level. What a difference it would make 

for children in schools. I would like to find out from the panel: how do you feel about 

increasing the number of counselors? 

REP. SUZANNE BONAMICI (D-OR)

1. Many of my colleagues today have focused on school safety with respect to violence in schools. In Oregon, schools are also focused on creating emergency plans 

for natural disasters. Oregon is due for a major earthquake along the Cascadia 

fault, which will likely result in a massive tsunami. Along with the dangers of collapsing buildings and infrastructure, many schools, like those in Seaside, Oregon, 

would lie directly in the path of such an event. Because of Oregon’s proximity to 

the fault, response time once an earthquake is detected will be limited. This is a 

situation that Oregonians take seriously, and efforts to relocate and retrofit schools 

are underway. 
78 

Mr. Ellis mentioned that emergency planning focuses on three categories of hazards, including natural disasters. This is a question for all of the panelists: what 

kind of experience do you have creating emergency plans for natural disasters? How 

is planning for a natural disaster similar to and different from planning for something like a school shooting? What are the special needs that must be met and the 

challenges faced? 

U.S. CONGRESS, 

Washington, DC, March 22, 2013. 

Mr. MO CANADY, 

National Association of School Resource Officers, 2020 Valleydale Road, Suite 207A, 

Hoover, AL 35244. 

DEAR MR. CANADY: Thank you for testifying at the February 27, 2013 hearing on 

‘‘Protecting Students and Teachers: A Discussion on School Safety.’’ I appreciate 

your participation. 

Enclosed are additional questions submitted by members of the committee after 

the hearing. Please provide written responses no later than April 9, 2013 for inclusion in the final hearing record. Responses should be sent to Mandy Schaumburg 

or Dan Shorts of the committee staff who can be contacted at (202) 225-6558. 

Thank you again for your important contribution to the work of the committee. 

Sincerely, 

JOHN KLINE, Chairman, 

Committee on Education and the Workforce. 

REP. RICHARD HUDSON (R-NC)

1. My district in North Carolina is largely rural. What are some of the distinct 

challenges a rural school could face? What are some of the costs associated with implementing a safety plan in a rural school? 

2. There are distinctly different challenges when looking at security for urban and 

rural schools. What are some of the differences that schools located in urban, suburban, and rural areas need to address in their safety plans? 

3. Do you have any figures that show the effectiveness of resource officers? 

4. How much does it cost local school districts to develop and implement a school 

safety plan? 

5. What resources are currently available for schools and school districts to help 

improve their security plans? 

REP. RUSH HOLT (D-NJ)

1. I have introduced legislation in the House, the Tyler Clementi Higher Education Anti-Harassment Act (H.R. 482), that would require all institutions of higher 

learning to clearly define their anti-harassment policies, and distribute these policies to students. In your opinion, what are the core characteristics of a ‘‘non-violent’’ 

school atmosphere? In your experiences with the schools you have worked with, are 

schools engaging in the process of defining what a safe and non-violent atmosphere 

means, and, if so, are they sharing their definition of a non-violent environment 

with the faculty, staff, students and parents of the school community? What reasons 

can you identify that would impede a school from engaging in this process? 

REP. FREDERICA WILSON (D-FL)

1. I think that in every tragic incident we hear of in our schools, we always end 

up saying someone should have done something or someone could have done something to prevent it. 

There is not a one size fits all solution. I represent two schools districts. One has 

a full police force; the other has just a few SROs. That’s the difference in the school 

districts, but I think that one thing that should be available to all schools is enough 

counselors and enough social workers and mentors for the children. That’s all of 

them, whether they have SROs or whatever else they have. 

I don’t think it’s hard for counselors to detect who needs help. The way that the 

funding is now for counselors, there are so few. As a result, children who have problems relating to their parents, relating to their peers, don’t have anyone that they 

really trust in the schools. The few counselors are always busy planning for college, 

testing and other activities. So, the one thing that I think we need to do is expand 

the pool of counselors, social workers and mentors. Because a lot of times, it is a 

matter of miscommunication. 
79 

I have had the opportunity to talk to so many children who are incarcerated. One 

person could help them through a bad day, anger, bullying, mommy and daddy getting a divorce, mommy getting beat-up the night before. I heard someone say that 

one school had a counselor for every grade level. What a difference it would make 

for children in schools. I would like to find out from the panel: how do you feel about 

increasing the number of counselors? 

REP. SUZANNE BONAMICI (D-OR)

1. Many of my colleagues today have focused on school safety with respect to violence in schools. In Oregon, schools are also focused on creating emergency plans 

for natural disasters. Oregon is due for a major earthquake along the Cascadia 

fault, which will likely result in a massive tsunami. Along with the dangers of collapsing buildings and infrastructure, many schools, like those in Seaside, Oregon, 

would lie directly in the path of such an event. Because of Oregon’s proximity to 

the fault, response time once an earthquake is detected will be limited. This is a 

situation that Oregonians take seriously, and efforts to relocate and retrofit schools 

are underway. 

Mr. Ellis mentioned that emergency planning focuses on three categories of hazards, including natural disasters. This is a question for all of the panelists: what 

kind of experience do you have creating emergency plans for natural disasters? How 

is planning for a natural disaster similar to and different from planning for something like a school shooting? What are the special needs that must be met and the 

challenges faced? 

U.S. CONGRESS, 

Washington, DC, March 22, 2013. 

Mr. FREDERICK ELLIS, 

Fairfax County Public Schools, 8115 Gatehouse Road, Suite 3674, Falls Church, VA 

22042. 

DEAR MR. ELLIS: Thank you for testifying at the February 27, 2013 hearing on 

‘‘Protecting Students and Teachers: A Discussion on School Safety.’’ I appreciate 

your participation. 

Enclosed are additional questions submitted by members of the committee after 

the hearing. Please provide written responses no later than April 9, 2013 for inclusion in the final hearing record. Responses should be sent to Mandy Schaumburg 

or Dan Shorts of the committee staff who can be contacted at (202) 225-6558. 

Thank you again for your important contribution to the work of the committee. 

Sincerely, 

JOHN KLINE, Chairman, 

Committee on Education and the Workforce. 

REP. RUSH HOLT (D-NJ)

1. I have introduced legislation in the House, the Tyler Clementi Higher Education Anti-Harassment Act (H.R. 482), that would require all institutions of higher 

learning to clearly define their anti-harassment policies, and distribute these policies to students. In your opinion, what are the core characteristics of a ‘‘non-violent’’ 

school atmosphere? In your experiences with the schools you have worked with, are 

schools engaging in the process of defining what a safe and non-violent atmosphere 

means, and, if so, are they sharing their definition of a non-violent environment 

with the faculty, staff, students and parents of the school community? What reasons 

can you identify that would impede a school from engaging in this process? 

REP. FREDERICA WILSON (D-FL)

1. I think that in every tragic incident we hear of in our schools, we always end 

up saying someone should have done something or someone could have done something to prevent it. 

There is not a one size fits all solution. I represent two schools districts. One has 

a full police force; the other has just a few SROs. That’s the difference in the school 

districts, but I think that one thing that should be available to all schools is enough 

counselors and enough social workers and mentors for the children. That’s all of 

them, whether they have SROs or whatever else they have. 

I don’t think it’s hard for counselors to detect who needs help. The way that the 

funding is now for counselors, there are so few. As a result, children who have problems relating to their parents, relating to their peers, don’t have anyone that they 

really trust in the schools. The few counselors are always busy planning for college, 
80 

testing and other activities. So, the one thing that I think we need to do is expand 

the pool of counselors, social workers and mentors. Because a lot of times, it is a 

matter of miscommunication. 

I have had the opportunity to talk to so many children who are incarcerated. One 

person could help them through a bad day, anger, bullying, mommy and daddy getting a divorce, mommy getting beat-up the night before. I heard someone say that 

one school had a counselor for every grade level. What a difference it would make 

for children in schools. I would like to find out from the panel: how do you feel about 

increasing the number of counselors? 

REP. SUZANNE BONAMICI (D-OR)

1. Many of my colleagues today have focused on school safety with respect to violence in schools. In Oregon, schools are also focused on creating emergency plans 

for natural disasters. Oregon is due for a major earthquake along the Cascadia 

fault, which will likely result in a massive tsunami. Along with the dangers of collapsing buildings and infrastructure, many schools, like those in Seaside, Oregon, 

would lie directly in the path of such an event. Because of Oregon’s proximity to 

the fault, response time once an earthquake is detected will be limited. This is a 

situation that Oregonians take seriously, and efforts to relocate and retrofit schools 

are underway. 

Mr. Ellis mentioned that emergency planning focuses on three categories of hazards, including natural disasters. This is a question for all of the panelists: what 

kind of experience do you have creating emergency plans for natural disasters? How 

is planning for a natural disaster similar to and different from planning for something like a school shooting? What are the special needs that must be met and the 

challenges faced? 

U.S. CONGRESS, 

Washington, DC, March 22, 2013. 

Dr. DAVID OSHER, 

American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, 

DC 20007. 

DEAR DR. OSHER: Thank you for testifying at the February 27, 2013 hearing on 

‘‘Protecting Students and Teachers: A Discussion on School Safety.’’ I appreciate 

your participation. 

Enclosed are additional questions submitted by members of the committee after 

the hearing. Please provide written responses no later than April 9, 2013 for inclusion in the final hearing record. Responses should be sent to Mandy Schaumburg 

or Dan Shorts of the committee staff who can be contacted at (202) 225-6558. 

Thank you again for your important contribution to the work of the committee. 

Sincerely, 

JOHN KLINE, Chairman, 

Committee on Education and the Workforce. 

REP. RUSH HOLT (D-NJ)

1. I have introduced legislation in the House, the Tyler Clementi Higher Education Anti-Harassment Act (H.R. 482), that would require all institutions of higher 

learning to clearly define their anti-harassment policies, and distribute these policies to students. In your opinion, what are the core characteristics of a ‘‘non-violent’’ 

school atmosphere? In your experiences with the schools you have worked with, are 

schools engaging in the process of defining what a safe and non-violent atmosphere 

means, and, if so, are they sharing their definition of a non-violent environment 

with the faculty, staff, students and parents of the school community? What reasons 

can you identify that would impede a school from engaging in this process? 

REP. FREDERICA WILSON (D-FL)

1. I think that in every tragic incident we hear of in our schools, we always end 

up saying someone should have done something or someone could have done something to prevent it. 

There is not a one size fits all solution. I represent two schools districts. One has 

a full police force; the other has just a few SROs. That’s the difference in the school 

districts, but I think that one thing that should be available to all schools is enough 

counselors and enough social workers and mentors for the children. That’s all of 

them, whether they have SROs or whatever else they have. 
81 

I don’t think it’s hard for counselors to detect who needs help. The way that the 

funding is now for counselors, there are so few. As a result, children who have problems relating to their parents, relating to their peers, don’t have anyone that they 

really trust in the schools. The few counselors are always busy planning for college, 

testing and other activities. So, the one thing that I think we need to do is expand 

the pool of counselors, social workers and mentors. Because a lot of times, it is a 

matter of miscommunication. 

I have had the opportunity to talk to so many children who are incarcerated. One 

person could help them through a bad day, anger, bullying, mommy and daddy getting a divorce, mommy getting beat-up the night before. I heard someone say that 

one school had a counselor for every grade level. What a difference it would make 

for children in schools. I would like to find out from the panel: how do you feel about 

increasing the number of counselors? 

REP. SUZANNE BONAMICI (D-OR)

1. Many of my colleagues today have focused on school safety with respect to violence in schools. In Oregon, schools are also focused on creating emergency plans 

for natural disasters. Oregon is due for a major earthquake along the Cascadia 

fault, which will likely result in a massive tsunami. Along with the dangers of collapsing buildings and infrastructure, many schools, like those in Seaside, Oregon, 

would lie directly in the path of such an event. Because of Oregon’s proximity to 

the fault, response time once an earthquake is detected will be limited. This is a 

situation that Oregonians take seriously, and efforts to relocate and retrofit schools 

are underway. 

Mr. Ellis mentioned that emergency planning focuses on three categories of hazards, including natural disasters. This is a question for all of the panelists: what 

kind of experience do you have creating emergency plans for natural disasters? How 

is planning for a natural disaster similar to and different from planning for something like a school shooting? What are the special needs that must be met and the 

challenges faced? 

U.S. CONGRESS, 

Washington, DC, March 22, 2013. 

Mr. VINCENT POMPEI, 

Val Verde Unified School District, 1440 Hotel Circle North, #442, San Diego, CA 

92108. 

DEAR MR. POMPEI: Thank you for testifying at the February 27, 2013 hearing on 

‘‘Protecting Students and Teachers: A Discussion on School Safety.’’ I appreciate 

your participation. 

Enclosed are additional questions submitted by members of the committee after 

the hearing. Please provide written responses no later than April 9, 2013 for inclusion in the final hearing record. Responses should be sent to Mandy Schaumburg 

or Dan Shorts of the committee staff who can be contacted at (202) 225-6558. 

Thank you again for your important contribution to the work of the committee. 

Sincerely, 

JOHN KLINE, Chairman, 

Committee on Education and the Workforce. 

REP. RUSH HOLT (D-NJ)

1. I am cosponsor of legislation, the Student Support Act (H.R. 320), which would 

provide states with money to improve the ratio of mental health providers (school 

counselors, psychologists, and guidance counselors) to students in schools of each 

state. Mr. Pompei, in your experience as a school counselor, what is the maximum 

number of students a school counselor can be responsible for in order to do their 

job effectively? Should this caseload responsibility be adjusted to reflect the changing academic, emotional, and social development needs of students at different 

grade levels? 

2. I have introduced legislation in the House, the Tyler Clementi Higher Education Anti-Harassment Act (H.R. 482), that would require all institutions of higher 

learning to clearly define their anti-harassment policies, and distribute these policies to students. In your opinion, what are the core characteristics of a ‘‘non-violent’’ 

school atmosphere? In your experiences with the schools you have worked with, are 

schools engaging in the process of defining what a safe and non-violent atmosphere 

means, and, if so, are they sharing their definition of a non-violent environment 
82 

with the faculty, staff, students and parents of the school community? What reasons 

can you identify that would impede a school from engaging in this process? 

REP. FREDERICA WILSON (D-FL)

1. I think that in every tragic incident we hear of in our schools, we always end 

up saying someone should have done something or someone could have done something to prevent it. 

There is not a one size fits all solution. I represent two schools districts. One has 

a full police force; the other has just a few SROs. That’s the difference in the school 

districts, but I think that one thing that should be available to all schools is enough 

counselors and enough social workers and mentors for the children. That’s all of 

them, whether they have SROs or whatever else they have. 

I don’t think it’s hard for counselors to detect who needs help. The way that the 

funding is now for counselors, there are so few. As a result, children who have problems relating to their parents, relating to their peers, don’t have anyone that they 

really trust in the schools. The few counselors are always busy planning for college, 

testing and other activities. So, the one thing that I think we need to do is expand 

the pool of counselors, social workers and mentors. Because a lot of times, it is a 

matter of miscommunication. 

I have had the opportunity to talk to so many children who are incarcerated. One 

person could help them through a bad day, anger, bullying, mommy and daddy getting a divorce, mommy getting beat-up the night before. I heard someone say that 

one school had a counselor for every grade level. What a difference it would make 

for children in schools. I would like to find out from the panel: how do you feel about 

increasing the number of counselors? 

REP. SUZANNE BONAMICI (D-OR)

1. Many of my colleagues today have focused on school safety with respect to violence in schools. In Oregon, schools are also focused on creating emergency plans 

for natural disasters. Oregon is due for a major earthquake along the Cascadia 

fault, which will likely result in a massive tsunami. Along with the dangers of collapsing buildings and infrastructure, many schools, like those in Seaside, Oregon, 

would lie directly in the path of such an event. Because of Oregon’s proximity to 

the fault, response time once an earthquake is detected will be limited. This is a 

situation that Oregonians take seriously, and efforts to relocate and retrofit schools 

are underway. 

Mr. Ellis mentioned that emergency planning focuses on three categories of hazards, including natural disasters. This is a question for all of the panelists: what 

kind of experience do you have creating emergency plans for natural disasters? How 

is planning for a natural disaster similar to and different from planning for something like a school shooting? What are the special needs that must be met and the 

challenges faced? 

[Responses to questions submitted for the record follow:] 

Mr. Bond’s Response to Questions Submitted for the Record 

REP. RUSH HOLT

1. In your opinion, what are the core characteristics of a ‘‘non-violent’’ school atmosphere? In your experiences with the schools you have worked with, are schools 

engaging in the process of defining what a safe and non-violent atmosphere means, 

and, if so, are they sharing their definition of a non-violent environment with the faculty, staff, students and parents of the school community? What reasons can you 

identify that would impede a school from engaging in this process? 

Bond: The principal’s first responsibility as a school leader is to foster a safe, orderly, warm, and inviting environment where students come to school ready and 

eager to learn. Schools should implement policies, practices and structures to ensure 

that all students have a relationship with a trusted adult in the school and to eliminate the possibility of students remaining anonymous. The culture of the school 

must support and be supported by attitudes, values, and behaviors that promote 

high expectations and a belief that each student is capable of achieving personal 

and academic success. Clear expectations regarding student behaviors must be conveyed to students, staff members, and parents. Fair and natural consequences, as 

opposed to punitive ones, must be employed at all times. 
83 

As a member of the National Safe Schools Partnership, NASSP believes that Congress should bolster federal programs to prevent bullying and harassment in our nation’s schools, which will have a dramatic impact in improving school safety and, 

correspondingly, student achievement for all students. 

Specifically, the federal government must support education, health care, civil 

rights, law enforcement, youth development, and other organizations to ensure that: 

• Schools and districts have comprehensive and effective student conduct policies 

that include clear prohibitions regarding bullying and harassment; 

• Schools and districts focus on effective prevention strategies and professional 

development designed to help school personnel meaningfully address issues associated with bullying and harassment; and 

• States and districts maintain and report data regarding incidents of bullying 

and harassment to inform the development of effective federal, state, and local policies that address these issues. 

REP. FREDERICA WILSON

1. I would like to find out from the panel: how do you feel about increasing the 

number of counselors? 

Bond: Access to school-based mental health services and supports directly improves students’ physical and psychological safety, academic performance, and social—emotional learning. This requires adequate staffing levels in terms of schoolemployed mental health professionals (school counselors, school psychologists, school 

social workers, and in some cases, school nurses) to ensure that services are high 

quality, effective, and appropriate to the school context. Having these professionals 

as integrated members of the school staff empowers principals to more efficiently 

and effectively deploy resources, ensure coordination of services, evaluate their effectiveness, and adjust supports to meet the dynamic needs of their student populations. Improving access also allows for enhanced collaboration with community 

providers to meet the more intense or clinical needs of students. 

During the 111th Congress, NASSP supported the Increased Student Achievement through Increased Student Support Act, which would have created a pipeline 

program to train additional school counselors, psychologists, and social workers and 

place them in high-need schools. NASSP also supports the Mental Health in Schools 

Act (H.R. 628), which requires in-service training for all school personnel in the 

techniques and supports needed to identify children with, or at risk of, mental illness and the use of referral mechanisms that effectively link such children to appropriate treatment and intervention services in the school and in the community. 

REP. SUZANNE BONAMICI

1. This is a question for all of the panelists: what kind of experience do you have 

creating emergency plans for natural disasters? How is planning for a natural disaster similar to and different from planning for something like a school shooting? 

What are the special needs that must be met and the challenges faced? 

Bond: An emergency plan for a natural disaster is very similar to any other crisis 

plan. The common denominators are the same. In any crisis, you are dealing with 

the safety of students, staff and communication with parents and the community. 

However, natural disasters have the added dimension of the physical destruction of 

infrastructure, such as facilities and communication. 

In 2007, eight students were killed during a tornado in Enterprise, Alabama 

which also destroyed the school. As with a school shooting, the same process was 

employed to respond and work with students, parents and the community to restore 

normalcy. While a natural disaster is more complicated because not only have you 

lost lives, but the physical infrastructure of the school is affected. This physical destruction delays the recovery process but schools do return to their educational mission quickly. A critical piece of recovery after any type of violent or traumatic event 

at a school is immediate emergency assistance from the Department of Education 

to assist students and the school community’s emotional well-being. Furthermore, 

in a natural disaster, sustained federal funding for reconstruction from FEMA and 

other agencies is necessary to restore the physical infrastructure affected or destroyed. 

NASSP is very supportive of the Project School Emergency Response to Violence 

(SERV) program which allows schools to receive funding for short and long-term 

counseling and other education related services to help them recover from a violent 

or traumatic event in which the learning environment has been disrupted. 

2. Mr. Bond, you stated that [school] personnel are sometimes prevented ‘‘from 

helping students and families access appropriate mental health and well-being serv-
84 

ices.’’ What are some of these barriers, especially in schools lacking psychologists and 

counselors? Do issues of student privacy play into this? Without professionals in 

schools, what resources do teachers and faculty have for identifying students in need 

of help? 

Bond: Principals—on behalf of their schools and communities—need unfettered 

access to programs, supports and services when it comes to responding to threats 

on the health and safety of students directly, as well as prevention and intervention 

before a student’s behavior escalates to violence and threatens the safety of others. 

Principals believe the federal government must do more to encourage local education and community health system cooperation, and remove barriers to effective 

service delivery. There is a strong national interest for the federal government to 

set the standards so that all professionals in schools, mental health and law enforcement can work together to provide services for students and families, especially 

young children, when the need is identified. 

Student privacy issues keep schools from hearing important health information 

that could help to better serve students within the school environment. State and 

federal privacy laws prohibit various entities from communicating with each other 

about a student’s problems and keeps everyone from being able to provide the services necessary to meet a student’s needs. 

NASSP urges federal policymakers to remove barriers between education and 

local health service agencies, and encourage local communities to focus on schools 

as the ‘‘hub’’ for service delivery. Local communities must be encouraged to break 

down the silos between community health and education systems in the interest of 

school safety. We believe that all partners and stakeholders in the success of our 

education and community health systems must work together toward the common 

goal of keeping our schools and communities safe. Communities, states, and the nation generally have made only marginal strides in creating and supporting an infrastructure that provides all children and families with services that are connected 

to the school communities. In many cases, principals are simply unable to get students and families access to services that are needed even when the appropriate 

programs exist in the community. 

District-wide policies must support principals and school safety teams to provide 

services in school-based settings and strengthen the ability of schools to respond to 

student and family needs directly. While working to improve school counselor-to-student ratios, districts can begin to move toward more effective and sustainable services by: 

• Assigning a school psychologist, school counselor, or school social worker to coordinate school-based services with those provided by community providers; 

• Ensuring that the school data being collected and resulting strategies are addressing the most urgent areas of need with regard to safety and climate; 

• Providing training that targets the specific needs of individual schools, their 

staffs, and their students; and 

• Reviewing current use of mental health staff and identifying critical shifts in 

their responsibilities to bolster prevention efforts. 

Mr. Bontrager’s Response to Questions Submitted for the Record 

Chairman Kline, thank you again for the opportunity to testify at the February 

27th, 2013 hearing on ‘‘Protecting Students and Teachers: A Discussion on School 

Safety.’’ I have included an answer below to the question put forth by Representative Suzanne Bonamici regarding preparations for natural disasters: The other questions included in the follow up document fell outside of my scope of expertise. 

Question: ‘‘What kind of experience do you have creating emergency plans for natural disasters? How is planning for a natural disaster similar to and different from 

planning for something like a school shooting? What are the specific needs that must 

be met and the challenges faced?’’ 

Answer: In today’s environment we are typically seeing All-Hazards Emergency 

Response Plans. These plans provide the framework for managing all natural hazards and human threats typically following the National Incident Management System (NIMS). High consequence threats like tornados and active shooter typically 

have their own sections within the Emergency Response Plans. Although responses 

may differ for specific events, the planning and preparedness process is the same. 

The plans must be written; training and exercise must be conducted, the plans must 

be updated on a regular basis and Emergency Responders must be included in the 

process. 

Planning for a natural disaster versus planning for a school shooting: 
85 

Similarities: In any emergency having a thought out plan with an attempt to anticipate possible scenarios and having practiced this plan beforehand will aid in 

mitigating damage and facilitate response time, to ultimately increase chances of a 

better outcome. Having an organized and rehearsed response to any disaster or 

event often leads to better results. Responders need access to communications, 

trained resources, and appropriate equipment. 

Differences: Responding to a natural disaster is different than a shooter scenario 

in that in a disaster you are responding to an event that has no conscientiousness. 

In a shooter scenario you are dealing with a person or group that is actively intent 

on doing harm and at the very least has some form of thought out plan on how to 

do this. Regardless of how you respond to a natural disaster the disaster remains 

unaware of your actions toward it. Responding to a shooter(s) in the correct or incorrect way is more likely to alter the outcome of the event. 

Depending upon where you live, natural disasters can include anything from a 

flood, tornado, hurricane, or a forest fire to an earthquake or volcanic eruption. 

When planning for a natural disaster, having a written, agreed upon and practiced 

plan in place is important just like it is for any other emergency scenario. When 

it comes to natural disasters building construction and facility layouts can play an 

important role in keeping the occupants safe. For example, building structures to 

withstand hurricane force winds and earthquakes or locating electrical equipment 

and other infrastructure systems where they are safe from flooding. Having systems 

in place for long-term sustainability can also be important in the event of loss of 

power or potable water in a natural disaster where the occupants may be isolated 

from help and without utilities for hours or even days. 

Please let me know if there is any other way my team and I can assist. We thank 

you again for the opportunity to assist in this important initiative. 

Mr. Canady’s Response to Questions Submitted for the Record 

REP. RICHARD HUDSON

1. One of the challenges faced by rural districts is typically a longer response time 

by first-responders. This can certainly increase the need to have a first-response 

presence (SRO) on a school campus in a rural environment. Many rural school districts are also smaller in size which also means that they have a smaller staff. This 

means that there are fewer members of the school safety team thereby increasing 

the workload of the members. 

2. Costs associated with implementing a school safety plan in a rural environment 

would include the writing and printing of the plan along with a site safety assessment of the campus. Costs would increase with the implementation of strategies 

such as electronic visitor entry systems, CPTED improvements and security personnel. 

3. In general, most security practices for schools whether rural, suburban or 

urban are similar in nature. However, there are certainly issues like traffic flow 

that would be vastly different from an urban to a rural environment. The issue of 

response has been addressed previously but would certainly have a bearing on the 

security plan. For instance, rural school districts may need to be prepared to remain 

in a lockdown for a longer period of time than a suburban or urban district. 

4. Much of the work done by an SRO is difficult to quantify. Relationship building 

is at the foundation of their success. I would refer you to our report; ‘‘To Protect 

and Educate’’ for our best information regarding the work of SRO’s. The report is 

available at www.nasro.org. 

5. The cost of the safety plan is really dependent on the size of the district and 

the amount of resources that are put into the plan. 

6. The National School Safety Center is an excellent resource for information on 

school security plans. Their website is www.nssc1.org. 

REP. RUSH HOLT

1. Creating a non-violent school atmosphere can certainly be a challenge, especially when the violence is brought to the school campus from outside. Clear-cut 

policies regarding issues of harassment can be helpful but more must be done. A 

gentleman by the name of Teny Gross is an excellent resource on this subject matter. He is the Executive Director for the Institute for the Study and Practice of Nonviolence. The website for his organization is www.nonviolenceinstitute.org. 
86 

REP. FREDERICA WILSON

1. I would agree with an increase in school counselors across the country. As an 

SRO for 12 years, I worked very closely with the counselors in our school district. 

They are also a critical component of any effective school safety team. 

REP. SUZANNE BONAMICI

1. As far as my experience in planning for natural disasters, I cannot say that 

this specifically falls within my realm of expertise. However, I was asked to serve 

as one of the writers for my former school districts school safety plan. During this 

process I certainly learned a great deal more about planning for natural disasters. 

2. Some of the similarities that I have seen in planning for natural disasters as 

well as man—made disasters include things like evacuation procedures, shelter-inplace procedures and re-unification procedures. The major difference in the two is 

that in an act of violence it becomes necessary to stop the violence from occurring 

before anything else can be accomplished. 

I hope that these answers to your questions are helpful. Please feel free to contact 

our office if we can be of further assistance. 

Mr. Ellis’ Response to Questions Submitted for the Record 

REP. RUSH HOLT (D-NJ)

1. I have introduced legislation in the House, the Tyler Clementi Higher Education 

Anti-Harassment Act (H.R. 482), that would require all institutions of higher learning to clearly define their anti-harassment policies, and distribute these policies to 

students. In your opinion, what are the core characteristics of a ‘‘non-violent’’ school 

atmosphere? In your experiences with the schools you have worked with, are schools 

engaging in the process of defining what a safe and non-violent atmosphere means, 

and, if so, are they sharing their definition of a non-violent environment with the faculty, staff, students and parents of the school community? What reasons can you 

identify that would impede a school from engaging in this process? 

The core characteristics of a non-violent school atmosphere is a culture and environment that allows and encourages learning. All members are treated with respect 

and dignity. In terms of sharing the definition, I believe that the goals are shared 

with all stakeholders. I cannot envision a reason that would impede a school from 

sharing such a statement. 

REP. FREDERICA WILSON (D-FL)

1. I think that in every tragic incident we hear of in our schools, we always end 

up saying someone should have done something or someone could have done something to prevent it. 

There is not a one size fits all solution. I represent two schools districts. One has 

a full police force; the other has just a few SROs. That’s the difference in the school 

districts, but I think that one thing that should be available to all schools is enough 

counselors and enough social workers and mentors for the children. That’s all of 

them, whether they have SROs or whatever else they have. 

I don’t think it’s hard for counselors to detect who needs help. The way that the 

funding is now for counselors, there are so few. As a result, children who have problems relating to their parents, relating to their peers, don’t have anyone that they 

really trust in the schools. The few counselors are always busy planning for college, 

testing and other activities. So, the one thing that I think we need to do is expand 

the pool of counselors, social workers and mentors. Because a lot of times, it is a matter of miscommunication. 

I have had the opportunity to talk to so many children who are incarcerated. One 

person could help them through a bad day, anger, bullying, mommy and daddy getting a divorce, mommy getting beat-up the night before. I heard someone say that 

one school had a counselor for every grade level. What a difference it would make 

for children in schools. I would like to find out from the panel: how do you feel about 

increasing the number of counselors? 

I believe that the availability of mental health professionals is a key component 

for maintaining a safe and secure learning environment. I’ve pasted links to two 

documents of interest. Below the links is the text from an article in the Washington 

Post (March 29, 2013) regarding the current status of these professionals in the 

Fairfax County Public Schools. 
87 

http://www.nasponline.org/communications/press-release/ 

School_Safety_Statement.pdf 

http://curry.virginia.edu/articles/sandyhookshooting 

Washington Post (March 29, 2013) 

A multimillion-dollar budget crunch in Fairfax County schools next year might 

force an unsustainable workload on the mental-health clinicians who help students 

cope with stress, anxiety and emotional crises, administrators said. 

The December mass shooting at Sandy Hook Elementary School in Newtown, 

Conn.—and other recent high-profile attacks involving shooters with mental illnesses—renewed public focus on mental health and started a national conversation 

about the role of school psychologists and social workers in students’ lives. This 

year, several bills were introduced in Congress addressing a shortage of mentalhealth professionals in schools. 

Fairfax County could face a similar shortage, school officials said, if additional 

funding is not included in next year’s budget to hire more mental-health professionals. 

‘‘It’s a challenge to meet all the needs of our kids,’’ said Amy Parmentier, coordinator of social-work services in Fairfax schools. ‘‘Newtown has certainly tragically 

punctuated it. There’s more to educating children than just academics.’’ 

This year, the ratio in Fairfax schools is one psychologist and one social worker 

per 2,200 general-education students. Most high schools, which average between 

2,400 and 2,700 students, have only one school psychologist and one social worker. 

Fairfax staffing levels are far below national standards. The National Association 

for School Psychologists recommends one school psychologist per 500 students. The 

School Social Workers Association of America recommends one social worker with 

a master’s degree per 400 students. 

The ratio in Fairfax worsened during the recession, when the school system eliminated social worker and psychologist positions to save money while student enrollment continued to balloon. 

‘‘I would never say we have enough’’ mental-health professionals, said Dede Bailer, who coordinates psychology services for the Fairfax schools. ‘‘It would be wonderful if we had additional staffing. But we don’t have the same number of positions 

that we had 10 years ago, and since then our population has increased.’’ 

Kim Dockery, assistant superintendent for special services, said that social workers and psychologists can be the first line of defense in schools, helping to do 

proactive screenings to address students’ issues before they are manifested in bigger 

problems. But since most clinicians have such a high workload, they are often acting 

more like a last resort, attending to students who are in crisis. Crucial prevention 

work rarely happens, clinicians said. 

Clinicians said they tackle a variety of issues, including depression, anxiety, bullying, substance and alcohol abuse, family deaths and parents’ divorces. Often, the 

clinicians are the only people students feel they can talk to openly about very personal concerns. 

Nikki Simmons, the mother of an 18-year-old former Fairfax student, credits the 

school system’s clinicians with helping to save her daughter’s life. ‘‘They really 

helped her get out of her bad times,’’ said Simmons. ‘‘It was hell and back.’’ 

Simmons said that funding for more mental-health professionals is crucial and described Fairfax’s clinicians as among the best in the region. 

She said her daughter began having mood swings during her freshman year. She 

started using drugs, drinking alcohol and cutting herself. The girl had thoughts of 

suicide. 

‘‘You’re talking about an honor roll student to D’s and F’s in a matter of months,’’ 

Simmons said. 

As a sophomore at Woodson High, her daughter met with Fairfax clinicians for 

about 30 minutes a day. Her dark moods began to lighten. 

‘‘She always had someone to go to whenever there was something wrong,’’ Simmons said. 

Fairfax school psychologists said the county’s increase in students directly correlates with an increase in need for mental-health services. In a 2011 survey, almost 

30 percent of Fairfax students reported feeling symptoms of depression, and 16 percent said they had considered suicide during the previous year. 

Dockery requested more funding for clinicians this year to make up for the lost 

positions, hoping to add 25 positions to the budgeted total of about 280, an increase 

of less than 10 percent. She was denied. 

Superintendent Jack D. Dale said the School Board had not made mental health 

a priority during deliberations to craft the $2.5 billion budget. 
88 

Facing a $60 million budget shortfall from the county, the school system is under 

pressure from the Board of Supervisors to make more cuts. 

Enrollment is expected to grow again next year, and a proportional number of social workers and school psychologists may not be hired without an amendment to 

next year’s budget. 

In many cases, a clinician oversees hundreds of students at multiple schools. 

There are now eight psychologists who are each assigned to cover three schools 

and 63 who cover two school sites each. Among social workers, there are 18 who 

each have three schools and 49 who have two schools. 

Bailer said that assigning a clinician to multiple schools can lead to gaps in coverage. 

‘‘Sometimes kids just come by, and if you’re there and they need to talk, that’s 

when you can do your best intervention work,’’ Bailer said. ‘‘But if you’re in three 

schools and you’re not physically there, those conversations won’t happen.’’ 

Dena Neverdon is a Fairfax schools social worker assigned to three schools: Vienna, McNair and Floris elementaries. 

‘‘Three schools is challenging,’’ said Neverdon, who has worked for Fairfax schools 

since 2003. ‘‘In an ideal world, I would only work with one school. If I was there 

every single day, I could do so much more.’’ 

Mary Ann Panarelli, the system’s director of intervention and prevention services, 

said that more mental-health staffers are desperately needed. 

‘‘We are facing increased challenges to continue to do as well as we have,’’ 

Panarelli said. ‘‘We are meeting the needs, but at some point, there is a breaking 

point.’’ 

REP. SUZANNE BONAMICI (D-OR)

1. Many of my colleagues today have focused on school safety with respect to violence in schools. In Oregon, schools are also focused on creating emergency plans for 

natural disasters. Oregon is due for a major earthquake along the Cascadia fault, 

which will likely result in a massive tsunami. Along with the dangers of collapsing 

buildings and infrastructure, many schools, like those in Seaside, Oregon, would lie 

directly in the path of such an event. Because of Oregon’s proximity to the fault, response time once an earthquake is detected will be limited. This is a situation that 

Oregonians take seriously, and efforts to relocate and retrofit schools are underway. 

Mr. Ellis mentioned that emergency planning focuses on three categories of hazards, including natural disasters. This is a question for all of the panelists: what 

kind of experience do you have creating emergency plans for natural disasters? How 

is planning for a natural disaster similar to and different from planning for something like a school shooting? What are the special needs that must be met and the 

challenges faced? 

Hazards are conditions or situations that have the potential for causing harm to 

people, property, or the environment. Hazards can be classified into three categories: natural, technological, and school specific-hazards. An examination of the 

potential natural, and technological hazards, and school specific-hazards formed the 

basis for the planning assumptions upon which the Facility Crisis Management Security Plan is developed. 

Each school has special and unique characteristics that influence the development 

of an individualized, comprehensive, multi-hazards school crisis, emergency management, and medical response plan. The school-based Crisis Management Team (CMT) 

should conduct hazard vulnerability and risk assessments to determine the 

strengths and weaknesses of their individual building and grounds; the school’s social, emotional, and cultural climate; community and staff resources; and the unique 

concerns of individuals with disabilities and special needs. There is no standard 

method for prioritizing school hazards. All risk determinations are subjective and 

vary depending on the community and factors unique to the school. However, one 

commonly used method is to compare hazards based upon the likelihood of an event 

occurring and the extent of damage and trauma the event could cause the school. 

Assessment data must be routinely gathered and analyzed by the CMT and update 

the Facility Crisis Management Security Plan as necessary. 

A Hazard-Specific Appendix should include incident response procedures to reduce 

loss of life and minimize damage and trauma that cannot be prevented. 

Natural Hazards 

A locality, due to its geographical location, is vulnerable to a wide array of hazards. To determine the natural hazards that present the greatest threat, a locality 

should consult with their local Office of Emergency Management. This office should 

have a quantitative and qualitative methodology using historical and anecdotal 
89 

data, community input and professional judgment regarding expected hazard impacts to rank and prioritize those natural hazards which pose the most significant 

threat. 

For Fairfax County, Virginia, we have identified the following six (6) primary natural hazards as having the greatest impact on the school community: 

1. Tornadoes 

2. Hurricanes and Tropical Storms 

3. Severe Thunder Storms 

4. Severe Winter Storms 

5. Floods 

6. Extreme Temperatures 

While these primary hazards have their own characteristics, effects, and dangers, 

they often occur in conjunction with other weather and environment conditions that 

exacerbate the effects, i.e., lightning, high winds, hail, snow, sleet, freezing rain, and 

drought. 

Dr. Osher’s Response to Questions Submitted for the Record 

REP. RUSH HOLT (D-NJ)

I have introduced legislation in the House, the Tyler Clementi Higher Education 

Anti-Harassment Act (H.R. 482), that would require all institutions of higher learning to clearly define their anti-harassment policies, and distribute these policies to 

students. In your opinion, what are the core characteristics of a ‘‘non-violent’’ school 

atmosphere? In your experiences with the schools you have worked with, are schools 

engaging in the process of defining what a safe and non-violent atmosphere means, 

and, if so, are they sharing their definition of a non-violent environment with the faculty, staff, students and parents of the school community? What reasons can you 

identify that would impede a school from engaging in this process? 

Thank you Congressman Holt for the question and your efforts to end harassment 

at all levels of learning. My own focus has been on safe and supportive environments in primary and secondary schools. As a former Dean of both a liberal arts 

college and two professional schools, I believe that those in higher education can 

learn from the lessons and experiences of educators in high school and grade school. 

The science is clear. All students require safe and supportive schools if they are 

to succeed. If schools want to maximize learning, schools should create strong conditions for learning and well-being, places where students feel physically and emotionally safe, connected to and supported by their teachers, challenged and engaged in 

learning, and places where their peers have good social and emotional skills. This 

is as true for higher ed as it is for K-12. 

A positive campus culture and climate at institutions of higher education can 

maximize safety, engagement, and academic success and minimize disengagement, 

academic failure, and attrition or unhealthy and even such dangerous behaviors as 

binge drinking and interpersonal violence. Schools can maximize the learning and 

retention of all students they admit by creating cultures and conditions for learning 

and student/staff support that promote academic engagement, embrace diversity, 

and support mental and physical wellness. 

When students feel physically and emotionally safe and connected to their school, 

they can be better students. But when they feel anxious or experience bullying, harassment, prejudice, or marginalization, they won’t perform to their potential. When 

students feel threatened, their defensive responses impede learning and engagement, and this response may be particularly pronounced for students who have experienced trauma, whether as a child or as an adult. 

Students benefit from educators who understand their social, emotional, behavioral, and academic needs and from supportive schools. Whether third graders or 

college freshmen, they learn more when they feel connected and attached to their 

teachers or others in their schools. 

While research and practice support these conclusions, many schools fail to address the need for student support and strong conditions for learning. The primary 

impediments are a lack of will and, where will isn’t wanting, of educators’ capacity 

to address the social and emotional needs of students and to build strong conditions 

for learning. The U.S. Departments of Education and Health and Human Services 

have recognized this need by creating the National Center on Safe and Supportive 

Learning Environments and focusing it broadly on elementary, secondary, and higher education. 
90 

REP. FREDERICA WILSON (D-FL)

I think that in every tragic incident we hear of in our schools, we always end up 

saying someone should have done something or someone could have done something 

to prevent it. 

There is not a one size fits all solution. I represent two school districts. One has 

a full police force; the other has just a few SROs. That’s the difference in the school 

districts, but I that that one thing that should be available to all schools is enough 

counselors and enough social workers and mentors for the children. That’s all of 

them, whether they have SROs or whatever else they have. 

I don’t think it’s hard for counselors to detect who needs help. The way that the 

funding is now for counselors, there are so few. As a result, children who have problems relating to their parents, relating to their peers, don’t have anyone that they 

really trust in the schools. The few counselors are always busy planning for college, 

testing and other activities. So, the one thing that I think we need to do is expand 

the pool of counselors, social workers and mentors. Because a lot of times, it is a matter of miscommunication. 

I have had the opportunity to talk to so many children who are incarcerated. One 

person could help them through a bad day, anger, bullying, mommy and daddy getting a divorce, mommy getting beat up the night before. I heard someone say that 

one school had a counselor for every grade level. What a difference it would make 

for children in schools. I would like to find out from the panel: how do you feel about 

increasing the number of counselors? 

My short answer, Congresswoman, is yes, increasing the number of counselors— 

as well as social workers and mentors—could have a significantly positive impact. 

That said, we also need to make sure the counselors are allowed to be counselors. 

Too often, they are asked to take on administrative duties, or to serve as study period monitors, or perform a host of other tasks unrelated to their mission. 

I understand that as administrative workloads increase and school district budgets get tight, the easy answer is to shift duties to counselors. But that’s a self-defeating path. Counselors and social workers in particular can play a vital role in 

the development of youth, as I’ve seen time and time again. 

The connectedness and the experience of support that are so important for students are exactly what counselors and social workers can provide. Students who feel 

‘‘connected’’ to a school are more likely to have improved attitudes about learning 

and their teachers; heightened academic aspirations, motivation, and achievement; 

and more positive social attitudes, values, and behavior. Research also shows that 

students who feel alienated from their school community are most at risk for engaging in delinquency and violence. So, in my view, counselors, social workers, and 

mentors are in the front lines in youth development. 

Yet, since counselors and social workers can’t reach every student, it’s also important to build and support every teacher’s capacity to connect in positive ways with 

students. This part of the challenge is not one of will—teachers want good relationships with students—but of building teachers’ technical and social and emotional 

skills and giving them the support needed to connect with students. Doing this, in 

turn, depends on refining our accountability systems to include the conditions for 

learning. 

REP. SUZANNE BONAMICI (D-OR)

Many of my colleagues today have focused on school safety with respect to violence 

in schools. In Oregon, schools are also focused on creating emergency plans for natural disasters. Oregon is due for a major earthquake along the Cascadia fault, which 

will likely result in a massive tsunami. Along with the dangers of collapsing buildings and infrastructure, many schools, like those in Seaside, Oregon, would lie directly in the path of such an event. Because of Oregon’s proximity to the fault, response time once an earthquake is detected will be limited. This is a situation that 

Oregonians take seriously, and efforts to relocate are retrofit schools are underway. 

Mr. Ellis mentioned that emergency planning focuses on three categories of hazards, including natural disasters. This is a question for all of the panelists: what 

kind of experience do you have creating emergency plans for natural disasters? How 

is planning for a natural disaster similar to and different from planning for something like a school shooting? What are the special needs that must be met and the 

challenges faced? 

While I have written about this in Safeguarding Our Children: An Action Guide 

Revised and Expanded and addressed them as a matter of policy in my international work, I do not have firsthand experience in this sphere so I’ll largely defer 

to my colleagues on the panel. 
91 

However, let me point out, Congresswoman, that the kind of potential dangers 

you are concerned about are some of those that must be addressed to create a safe 

school environment. You mentioned that an earthquake is on the minds of many Oregonians. If it is on the minds of parents, it is on the minds of their children. So 

by developing a way to respond to natural disasters, or any catastrophic event, we 

are addressing the essential need for children to feel and be safe in their schools. 

And doing this in a way that also builds conditions for learning and student success 

reaches more students, avoids fragmentation, and makes more efficient use of public 

and private resources. For example, a positive climate, which can reduce or eliminate some of the risk factors that feed aggression and violence, can support crisis 

preparation and recovery while building and supporting resiliency so students and 

adults can better survive and cope with trauma and disaster. 

In fact, some elements of school climate and conditions for learning that are closely allied to the learning process, are particularly able to help students handle and 

respond to crises. These conditions include the perceptions and experience of physical and emotional safety, connectedness and support, academic challenge and support, and student social and emotional competence. Just as a lack of safety can 

dampen hope, optimism, self-confidence, and affect a student’s threshold for vigilance and arousal, the opposite experience of connectedness and support stemming 

from social and emotional learning can build student and teacher relationships that 

support social emotional and academic learning and equip students and adults to 

respond to and recover from crises. 

Mr. Pompei’s Response to Questions Submitted for the Record 

REP. SUZANNE BONAMICI (D-OR)

1. Many of my colleagues today have focused on school safety with respect to violence in schools. In Oregon, schools are also focused on creating emergency plans for 

natural disasters. Oregon is due for a major earthquake along the Casacadia fault, 

which will likely result in a massive tsunami. Along with the dangers of collapsing 

buildings and infrastructure, many schools, like those in Seaside, Oregon, would lie 

directly in the path of such an event. Because of Oregon’s proximity to the fault, response time once an earthquake is detected will be limited. This is a situation that 

Oregonians take seriously, and efforts to relocate and retrofit schools are underway. 

Mr. Ellis mentioned that emergency planning focuses on three categories of hazards, including natural disasters. This is question for all of the panelists: What kind 

of experience do you have creating emergency plans for natural disasters? How is 

planning for a natural disaster similar to and different from planning for something 

like a schools shooting? What are the special needs that must be met and challenges 

faced? 

While I do not have personal experience creating emergency plans for natural disasters, I understand the unique challenges they provide. Additionally, I know well 

the challenges any emergency—man-made or natural—can create in schools and 

among students. Schools and districts must prepare for natural disasters like any 

other crisis. 

Schools must develop emergency preparedness and crisis response plans that help 

schools prevent, prepare for and respond to emergencies. The plans should address 

a variety of emergencies that are both predictable and unpredictable. 

Similarities in planning: 

• Plans for all types of emergencies must include training for school staff, predetermined communication throughout an emergency, and recovery procedures. 

• Schools and districts must form crisis response teams which establish a chain 

of command well in advance of any incident. Who is in charge? What are individuals’ roles and responsibilities? Etc. 

• Schools must assess the types of crises and emergencies their region is prone 

to. Threat assessments should be conducted not only for human threats of violence, 

but for natural disasters. Plans should assess whether natural disasters, such as 

hurricanes, floods, earthquakes, fires or tornadoes, are likely in a community. 

Differences in planning: 

Weather cannot be stopped but schools must always strive to prevent other types 

of crises. For instance, reporting suspicious behavior of a student may prevent or 

delay a violent incident and provide schools the needed time to protect students and 

minimize damage. 

• Natural disasters can be anticipated (such as your example of a school district 

residing on a fault line), often more so than violent incidences of a human design. 
92 

Unfortunately, there is often little or no warning before earthquakes and other natural emergencies occur. 

• School emergency plans must provide guidance for safe locations during natural 

disaster, such as underground shelters for schools prone to tornadoes or safe areas 

for students and faculty in earthquake-prone areas. 

• Plans must take into consideration the correct responses to natural disasters. 

For instance, should a school go into lockdown, shelter-in-place, or evacuate? 

There are a number of special needs that must be considered in planning for natural disasters—and especially for the repercussions after a disaster occurs. Natural 

disasters or manmade catastrophes such as building explosions, bridge collapse, 

floods, hurricanes, tornadoes and earthquakes can have serious psychological consequences similar to those experienced during acts of violence. 

• Issues related to the destruction of homes, property, heirlooms and livelihoods 

will compound the feelings of loss and powerlessness in adults and children. These 

disasters often multiply normal stressors at home (such as finances) and create new 

stressors from problems caused by the disaster—homelessness, transportation issues 

and lack of basic services. 

• When recovering from natural or manmade disasters, it’s important that families remain together as much as possible or practical. Children will pick up feelings 

of anxiety from their parents, so it’s critical to talk about what is happening and 

how the family will recover together. Additionally, children must return to a normal 

routine as soon as possible. 

Schools must consider the appropriate role they have to play in the aftermath. 

As a school counselor, I understand how stressors at home impact students’ ability 

to function and perform at their best in school. 

RESOURCES: 

The National Education Association’s Health Information Network has a Crisis 

Guide for schools planning for all types of emergencies. http:// 

crisisguide.neahin.org/crisisguide/images/SchoolCrisisGuide.pdf 

The American School Counselor Association’s The Professional School Counselor and 

Crisis/Critical Incident Response in the Schools. http:// 

www.schoolcounselor.org/files/PS_Crisis_Critical.pdf 

The National Association for School Psychologists provides excellent information for 

schools planning for natural disasters. http://www.nasponline.org/resources/ 

crisis_safety/naturaldisaster_teams_ho.aspx 

REP. RUSH HOLD (D-NJ)

1. I am a cosponsor of legislation, the Student Support Act (H.R. 320), which 

would provide states with money to improve the ratio of mental health providers 

(school counselors, psychologists, and guidance counselors) to students in schools of 

each state. Mr. Pompei, in your experience as a school counselor, what is the maximum number of students a school counselor can be responsible for in order to do 

their job effectively? Should this caseload responsibility be adjusted to reflect the 

changing academic, emotional, and social development needs of students at different 

grade levels? 

The National School Counselors Association recommends a ratio of no more than 

250 students to each counselor in grades K-12. This should be the very maximum 

number of students any one counselor has under his or her purview. 

In California, where I am from, the ratio of school counselor to student is 1:1,000. 

This leaves vital student prevention and intervention services unaddressed, which 

is a disservice for students and society as a whole. The maximum number of students for each school counselor should never go above 250 as recommenced by the 

American School Counselor Association. In addition, the professional school counselor’s responsibilities should include those services that directly address the diverse 

needs of students. Unfortunately, many administrators or districts require the professional school counselor to do clerical work, data entry, student enrollment, test 

administration and other items that do not support the uniquely qualified skills and 

training school counselors possess. Our students are entering society ill prepared 

and many with untreated and undiagnosed mental health issues as a result. Increasing the number of professional school counselors will make schools safer, decrease student drop out, increase academic success and make society safer as students will get these vital services during their adolescence. 
93 

RESOURCES

The American School Counselor Association’s Guide to Appropriate and Inappropriate Activities for the Professional School Counselor: http:// 

www.schoolcounselor.org/files/appropriate.pdf 

The American School Counselor Association’s Guide on the Role of the Professional 

School Counselor: http://www.schoolcounselor.org/files/RoleStatement.pdf 

REP. FREDERICA WILSON (D-FL)

1. I think that in every tragic incident we hear of in our schools, we always end 

up saying someone should have done something or someone could have something to 

prevent it. 

There is not a one size fits all solution. I represent two school districts. One has 

a full police force; the other has just a few SROs. That’s the difference in the school 

districts, but I think that one thing that should be available to all schools is enough 

counselors and enough social workers and mentors for the children. That’s all of 

them, whether they have SROs or whatever else they have. 

I don’t think it’s hard for counselors to detect who needs help. The way that the 

funding is now for counselors, there are so few. As a result, children who have problems relating to their parents, relating to their peers, don’t have anyone that they 

really trust in the schools. The few counselors are always busy planning for college, 

testing and other activities. So, the one thing that I think we need to do is expand 

the pool of counselors, social workers and mentors. Because a lot of times, it is a matter of miscommunication. 

I have had the opportunity to talk to so many children who are incarcerated. One 

person could help them through a bad day, anger, bullying, mommy and daddy getting a divorce, mommy getting beat-up the night before. I heard someone say that 

one school had a counselor for every grade level. What a difference it would make 

for children in schools. I would like to find out from the panel: how do you feel about 

increasing the number of counselors? 

Professional school counselors are certified/licensed educators with the minimum 

of a master’s degree in school counseling and are uniquely qualified? to address the 

developmental needs of all students through a comprehensive school counseling program addressing the academic, career and personal/social development of all students. The American School Counselor Association recommends a school counselor 

to student ratio of no more than 1:250. In California, where I am from, the school 

counselor to student ratio is over 1:1,000 leaving us unable to appropriately and effectively service the needs of students. In fact, many students who are in need go 

completely un-serviced with these large caseloads. Professional school counselors are 

the trusted adults on campus where students know they can confidentially share 

their struggles, concerns and challenges. This allows for early intervention and prevention services that otherwise go unaddressed. With these enormous caseloads, it 

is not only a disservice for our students but society as a whole. These young people 

go out into society ill prepared and many with untreated and undiagnosed mental 

health issues as a result. Increasing the number of professional school counselors 

will make schools safer, decrease student drop out, increase academic success and 

make society safer as students will get these vital services during their adolescence. 

RESOURCES

Here is the American School Counselor Associations Guide to Appropriate and Inappropriate Activities for a Professional School Counselor: http:// 

www.schoolcounselor.org/files/appropriate.pdf 

Here is the American School Counselor Association’s Guide on the Role of the Professional School Counselor: http://www.schoolcounselor.org/files/ 

RoleStatement.pdf 

[Whereupon, at 2:16 p.m., the committee was adjourned.] 

Æ