By Philp Alpers

In a typical year 99 New Zealanders are shot to death: one for every 88 hours.12 Of these, 75% are suicides, 12% homicides, and 11% accidents.13 In an average year, 13 children and youths aged 19 or younger die from gunshot wounds and another 89 people are admitted to hospital with nonfatal wounds. Our gun death toll is 15% higher than the toll from cervical cancer. For every ten New Zealanders who die from HIV/AIDS, sixteen die by gunshot. Gun death is three times more common than death by fire. Of all victims of gun homicide in this country during 1992-94, most (52.5%) were shot by a licensed gun owner. Almost all victims (95%) were killed by a familiar male. Half were shot by their partner, an estranged partner or a member of their own family. Previously law-abiding, licensed gun owners shoot between four and ten times as many victims as do people with a previous history of mental illness. Self defence is not an acceptable reason for gun ownership in New Zealand. The great majority of private firearms are held for pest control, agricultural and sporting purposes. While most gun owners are licensed every ten years, 97% of their firearms (shotguns and rifles) have not been registered to their owners since 1984. The remaining 3% – military-style semi-automatic rifles (MSSAs), handguns (pistols & revolvers), and restricted weapons (mainly fully automatic “machine guns”) – are individually registered to each owner and much more carefully controlled. As a result, crime with registered firearms is rare.

Wellington, ZN: New Zealand Police Association, 1997. 48p.

By Philp Alpers

In New Zealand, 250,000 licensed shooters own an estimated 1.1 million firearms, enough for one in each occupied dwelling and sufficient to outnumber the combined small-arms of the police and armed forces by a ratio of 30 to 1. We own 11 times as many guns per capita as the English and the Welsh, 60% more than the Australians but less than half as many as the residents of the United States. An additional 14,000 guns are imported to New Zealand in a typical year. Any New Zealander with a basic firearms licence may legally buy and keep any number of sporting rifles and shotguns in any home without any official records of the guns being kept anywhere. Police have no statutory authority to monitor the size and content of such a gun owner’s collection. Each day an average of seven firearm offences involving danger to life are reported to the police, while one in five homicides are committed with a firearm. In a typical year 91 New Zealanders are shot to death: one for every four days. Of these, 75% are suicides, 12% accidents, 11% homicides, while in 2% of cases the cause is undetermined. In an average year, 13 children aged 15 or younger die from gunshot wounds. Our gun death toll is 10% higher than the toll from cervical cancer. For every ten New Zealanders who die from HIV/AIDS, fifteen die by gunshot. Gun death is three times more common than death by fire. In addition to gun killings, non-fatal gun injuries result in one New Zealander being hospitalised on average every four days. Of all victims of gun homicide in this country during 1992-94, most (52.5%) were shot by a licensed gun owner. Almost all victims (95%) were killed by a familiar male. Half were shot by their partner, an estranged partner or a member of their own family. Of the perpetrators, 82% had no previous history of violent crime, while none had a history of mental illness.

Wellington, NZ: New Zealand Police Association, 1996. 38p.

By Philip Alpers

In New Zealand, 250,000 licensed shooters own an estimated 1.1 million firearms, enough for one in each occupied dwelling and sufficient to outnumber the combined small-arms of the police and armed forces by a ratio of 30 to 1. We own 16 times as many guns per capita as the English and the Welsh, 60% more than the Australians but less than half as many as the residents of the United States. An additional 14,000 guns are imported to New Zealand in a typical year. Each day an average of seven firearm offences involving danger to life are reported to the police, while one in five homicides are committed with a firearm. On average, one person dies by gunshot in New Zealand every four days. Despite a common certainty that firearms are increasingly misused, there has been little local research. Although critical data on the misuse of firearms are collected by police, these are not made available.

Wellington NZ: New Zealand Police Association, 1996. 33p.

Edited by Nils Duquet

This edited volume offers an in-depth and detailed insight into Project SAFTE’s research findings. In-depth country studies were conducted in eight EU member states by research teams from the Flemish Peace Institute, SIPRI, SSSA, Arquebus Solutions, Small Arms Survey and Bureau Bruinsma. The in-depth qualitative research methodology involved desk research and semi-structured interviews with key international actors and stakeholders such as Europol, EMPACT Firearms, Interpol, SEESAC and the Office of the EU Counter-Terrorism Coordinator. The volume sheds light on how illegal firearms markets are structured in the EU and shows how terrorists access these.

Brussels: Flemish Peace Institute, 2018. 484p.

By Columbine Review Commission

The Commission conducted 15 meetings open to members of the public. The Commission received statements from an extensive list of State and local officials and private persons who had experience with or information concerning the event; Commission staff reviewed thousands of pages of official and unofficial documents, reports, and studies. Two recommendations related to crisis response actions. First, law enforcement policy and training should emphasize that the highest priority of law enforcement officers, after arriving at the scene of a crisis, is to stop any ongoing assault. Second, there should be an increased emphasis on training appropriate personnel in preparation for and responding to large-scale emergencies. Two recommendations pertained to improved communications for critical emergencies. First, law enforcement agencies should plan their communications systems to facilitate crisis communication with other agencies with whom they might reasonably be expected to interface in emergencies. Second, Colorado should continue to develop a single statewide digital trunked communications system. Other categories of recommendations pertained to advance planning for critical emergencies; interaction with media representatives; tasks of school resource officers; detection by school administrators of potential perpetrators of school-based violence and administrative countermeasures; medical treatment for attack victims; reuniting attack victims and their families; identification of victims' bodies and family access to bodies; and suicide prevention in the aftermath of traumatic incidents.

Denver, Colo. : Columbine Review Commission, 2001. 174p.

By William S. Pollack, William.; Modzeleski, and Rooney, Georgeann

In the wake of several high-profile shootings at schools in the United States, most notably the shootings that occurred at Columbine High School on April 20, 1999, the United States Secret Service (Secret Service) and the United States Department of Education (ED) embarked on a collaborative endeavor to study incidents of planned (or "targeted") violence in the nation's schools. Initiated in 1999, the study, termed the Safe School Initiative (SSI), examined several issues, most notably whether past school-based attacks were planned, and what could be done to prevent future attacks. The SSI findings highlight that in most targeted school-based attacks, individuals, referred to as "bystanders" in this report, had some type of advanced knowledge about planned school violence. Despite this advanced knowledge, the attacks still occurred. This study aimed to further the prevention of targeted school-based attacks by exploring how students with prior knowledge of attacks made decisions regarding what steps, if any, to take after learning the information. The study sought to identify what might be done to encourage more students to share information they learn about potential targeted school-based violence with one or more adults. Six key findings were identified. Given the small sample size and the exploratory nature of the study, generalization from these findings may be limited. The findings are: (1) The relationships between the bystanders and the attackers, as well as when and how the bystanders came upon information about the planned attacks, varied; (2) Bystanders shared information related to a threat along a continuum that ranged from bystanders who took no action to those who actively conveyed the information; (3) School climate affected whether bystanders came forward with information related to the threats; (4) Some bystanders disbelieved that the attacks would occur and thus did not report them; (5) Bystanders often misjudged the likelihood and immediacy of the planned attack; and (6) In some situations, parents and parental figures influenced whether the bystander reported the information related to the potential attack to school staff or other adults in positions of authority,

Washington, DC: United States Secret Service and United States Department of Education, 2008. 15p.

By United States Sentencing Commission

This report examines how firearms offenses were committed, including whether the offenses involved violence, and whether the offenders have a history of engaging in violent criminal behavior.

Washington, DC: USSC, 2022. 46p.

By The Federal Commission on School Safety

Communities across the country are responding to school violence with a number of measures, including assigned school resource officers (SRO). School administrations, law enforcement agencies, families, and community stakeholders are diligently working to protect children and education personnel from school attacks. The National Police Foundation (NPF), in collaboration with the COPS Office, created the Averted School Violence (ASV) database in 2015 as a platform for law enforcement, school staff, and mental health professionals to share information about ASV incidents and lessons learned with the goal of mitigating and ultimately preventing future injuries and fatalities in educational institutions. The database includes school incidents beginning with the Columbine High School attack (1999) and continuing to the present day. The NPF has partnered with stakeholder groups National Association of School Resource Officers (NASRO) and the International Association of Campus Law Enforcement Administrators (IACLEA) to conduct research and analysis on improving school safety. This report examines a dozen case studies of targeted violence incidents thwarted by the positive and often heroic actions of classmates, school administrators, SROs, and law enforcement agencies. It also includes recommendations and lessons learned from all cases in the ASV database. In addition, a companion publication entitled Targeted Violence Averted: College and University Case Studies presents information on post-secondary averted violence incidents and lessons learned to support student safety.

Washington, DC: Department of Education, Department of Health and Human Services, Department of Homeland Security and Department of Justice, 2018. 180p.

By Jeff Allison, Mo Canady, and Frank G. Straub

Tuesday, April 20, 1999, was sadly the last day of school for the seniors of Columbine High School in Littleton, Colorado. On that day, two 12th-grade students armed with a semiautomatic pistol, two shotguns, and a rifle murdered a teacher and 12 of their fellow students; an additional 21 people were injured by gunfire, and three were injured escaping from the school. The perpetrators took their own lives in the school library where they had killed most of their victims. At the beginning of the attack, one of the shooters exchanged gunfire outside with the school resource officer (SRO). While the Columbine shooting inarguably contributed to the expanded deployment of SROs in schools, it was not the advent of school-based law enforcement in the United States. There are indications in the research literature that Flint, Michigan, assigned a police officer to its schools in 1953, and the Fresno (California) Police Department first assigned plainclothes officers to its elementary and middle schools in 1968 (West and Fries 1995). The Fresno initiative was an attempt to enhance police-community relations specifically with youth. The federal impetus for increasing the number of SROs can be traced in part to the Violent Crime Control and Law Enforcement Act of 1994 as well as the Gun-Free Schools Act of 1994. The Cops in School program, funded by the U.S. Department of Justice Office of Community Oriented Policing Services (COPS Office), grew out of the former statute. The latter statute was enacted in response to juvenile and gang violence. Soon after the tragedy at Columbine, which at the time was the worst mass casualty shooting at a school in the United States, the U.S. Department of Education (DoED) and the U.S. Secret Service undertook a study of past school shootings to identify factors that might help prevent future targeted school attacks (Vossekuil et al. 2004). The key recommendation from that study was that all schools should establish behavior threat assessment teams. The report recommended that school administrators, law enforcement officers (especially SROs), teachers, and counselors participate in these teams to address concerning behavior by members of the school community.

Washington, DC: Office of Community Oriented Policing Services. 2020. 44p.

By Peter Langman, Anthony Petrosino, and Hannah Sutherland

School shootings are the subject of debate in the media and in communities across the United States, and there is much discussion about prevention and the root causes of such attacks. But what does research say about these tragic events and their perpetrators? Do all shooters fit a specific profile? And what meaningful steps can schools and communities take to reduce the likelihood of these events? In concise, clear language, this research brief, produced by the WestEd Justice & Prevention Research Center, describes and refutes five common misconceptions about school shootings and suggests an evidence-based strategy to reduce the probability of attacks. The authors conclude that schools and communities are better served when presented with a balanced perspective informed by the wealth of available research about perpetrators, their varying motivations, and pre-attack behaviors.

San Francisco, CA: WestEd Justice and Prevention Research Center, 2018. 5p.

By Jaclyn Schildkraut

The first five months of 2021 saw high-profile public mass shootings in cities across the United States of America, like Atlanta, Georgia (March 16, 8 dead), Boulder, Colorado (March 22, 10 dead), Indianapolis, Indiana (April 15, 8 dead), and San Jose, California (May 26, 9 dead). Following a year where such events rarely made headlines as the nation found itself in the throes of the coronavirus pandemic, these incidents revived the public discourse about mass shootings in America, as well as how to prevent and respond to such tragedies. This dialogue raised an important question: As society returns to normal after the COVID-19 pandemic, what does the future of mass shootings look like? To answer this, it is important to understand the trends associated with the phenomenon of mass shootings. The first issuance of this policy brief in 2018 examined 51 years (1966-2016) of mass shootings data based on a comprehensive database from researchers Jaclyn Schildkraut and H. Jaymi Elsass.3 As described below, the researchers developed their own definition that became the foundation of this analysis given deficiencies with existing classifications and data sources. This updated brief provides analyses including an additional four new years of data since the original 2018 policy brief to identify changes in trends and broader considerations for policymakers, particularly given the COVID-19 pandemic’s impact and lessons learned from specific shootings within this period. Specifically, this brief presents and analyzes a total of 55 years of mass shooting data from 1966 to 2020, including frequency, injury and fatality, location type, weapon usage, and perpetrator demographics. The appendix contains information on only the most recent four years of data from 2017 to 2020.

Albany, NY: Rockefeller Institute of Government, 2021. 25p.

By Michael Rocque, Grant Duwe, Michael Siegel, James Alan Fox, Max Goder-Reiser, and Emma E. Fridel

In the past decade, mass shootings, particularly those that take place in public areas, have increasingly become part of the national conversation in the United States. Mass public shootings instill widespread fear, in part because of their seeming randomness and unpredictability. Yet when these incidents occur, which has been with somewhat greater frequency and lethality as of late, public calls for policy responses are immediate. In this policy brief, we review efforts to evaluate the effect of gun control measures on mass public shootings, including a discussion of our recently published study on the relationship between state gun laws and the incidence and severity of these shootings. The findings of this work point to gun permits and bans on large capacity magazines as having promise in reducing (a) mass public shooting rates and (b) mass public shooting victimization, respectively. Interestingly, however, most gun laws that we examined, including assault weapon bans, do not appear to be causally related to the rate of mass public shootings.

Albany, NY: Rockefeller Institute of Government, 2021. 20p.

By Edward Gaughan, Jay D. Cerio, and Robert A. Myers

American public schools are safe places, perhaps even safer than American homes. The tragic school shootings that are the focus of this report have occurred in less than one-hundredth of one percent of schools. The probability of being shot at school is similarly low. But shootings have occurred at schools, have been largely unpredictable, and have raised the anxieties and concerns of students, families, teachers, and the public at large. Between 1974 and 2000, the National Threat Assessment Center (NTAC) of the United States Secret Service identified 37 incidents. At least 20 incidents have been reported in the national media since 1992, and eight since 1999, and these do not include several planned shootings that were prevented by authorities. Why do these shootings occur? Why do they occur where they do? What can we do to protect our children?

Alfred, NY: Alfred University, 2001. 44p.

By J,M, Nowicki

GAO found that shootings at K-12 schools most commonly resulted from disputes or grievances, for example, between students or staff, or between gangs, although the specific characteristics of school shootings over the past 10 years varied widely, according to GAO’s analysis of the Naval Postgraduate School’s K-12 School Shooting Database. (See figure.) After disputes and grievances, accidental shootings were most common, followed closely by school-targeted shootings, such as those in Parkland, Florida and Santa Fe, Texas.

Washington, DC: Government Accountability Office, 2020. 58p.

By Jay Van Kirk

Mass shootings occur on a regular basis in the United States, and depending on the definitions applied to the shootings an argument can be made that mass shootings of all types occur far more often than what is reported in the media as a “mass shooting.” Unfortunately, school shootings are also part of this analysis of mass shootings, and school shootings in the United States have occurred on a recurring basis since at least 1853. In the modern era, however, school shootings have become more frequent and more deadly as demonstrated by the May 24th, 2022, school shooting in Uvalde, Texas. This heinous crime at Robb Elementary School resulted in the deaths of nineteen children, and two teachers. Although there has been extensive research on mass shooters, mass shootings, and mass shootings in schools, there has not been enough emphasis on the application of homeland javascript:void(0);security principles of target hardening in schools as a risk mitigation factor for mass shootings. In fact, there is much that can be done to keep schools safe through basic target hardening measures, and many of these security updates can be immediately undertaken at the state and local level with relatively minor additional cost to schools and the taxpaying public. This paper references the mass shooting on February 14, 2018, at Marjory Stoneman Douglas High School in Parkland, Florida, and makes policy recommendations toward basic target hardening measures which may be applied as necessary within the public school K-12 environment. The school shooting at Marjory Stoneman Douglas High School was selected due to the fact that it has been recently investigated regarding the facts and circumstances of the incident, and provides ample information for analysis of effective target hardening measures.

Des Moines, IA: Des Moines Area Community College, 2022. 17p.

Edited by Rajeev Ramchand, Jessica Saunders

This report, part of RAND's Gun Policy in America project, presents a collection of essays that synthesize the available scientific data on topics pertinent to firearm policy in the United States. In particular, the authors examine mass shootings, firearm and ammunition taxes, the effects of the 1996 National Firearms Agreement in Australia, whether mental illness is a risk factor for gun violence, and law enforcement approaches to reduce community gun violence.

Santa Monica, CA: RAND Corporation, 2021. 115p.

By Michael Luca, Deepak Malhotra. and Christopher Poliquin

There have been dozens of high-profile mass shootings in recent decades. This paper presents three main findings about the impact of mass shootings on gun policy. First, mass shootings evoke large policy responses. A single mass shooting leads to a 15% increase in the number of firearm bills introduced within a state in the year after a mass shooting. This effect increases with the extent of media coverage. Second, mass shootings account for a small portion of all gun deaths, but have an outsized influence relative to other homicides. Third, when looking at bills that were actually enacted into law, the impact of mass shootings depends on the party in power. The annual number of laws that loosen gun restrictions doubles in the year following a mass shooting in states with Republicancontrolled legislatures. We find no significant effect of mass shootings on laws enacted when there is a Democrat-controlled legislature, nor do we find a significant effect of mass shootings on the enactment of laws that tighten gun restrictions.

Boston, MA: Harvard Business School, 2019. 59p.

By Joshua Horowitz and Casey Anderson.

When gun enthusiasts talk about constitutional liberties guaranteed by the Second Amendment, they are referring to freedom in a general sense, but they also have something more specific in mind---freedom from government oppression. They argue that the only way to keep federal authority in check is to arm individual citizens who can, if necessary, defend themselves from an aggressive government. In the past decade, this view of the proper relationship between government and individual rights and the insistence on a role for private violence in a democracy has been co-opted by the conservative movement. As a result, it has spread beyond extreme militia groups to influence state and national policy. In Guns, Democracy, and the Insurrectionist Idea, Joshua Horwitz and Casey Anderson set the record straight. They challenge the proposition that more guns equal more freedom and expose Insurrectionism as a true threat to freedom in the United States today.

Ann Arbor: University of Michigan Press, 2009. 287p.

By Ralph Larkin. 

On April 20, 1999, two Colorado teenagers went on a shooting rampage at Columbine High School. That day, Eric Harris and Dylan Klebold killed twelve fellow students and a teacher, as well as wounding twenty-four other people, before they killed themselves. Although there have been other books written about the tragedy, this is the first serious, impartial investigation into the cultural, environmental, and psychological causes of the massacre. Based on first-hand interviews and a thorough reading of the relevant literature, Ralph Larkin examines the numerous factors that led the two young men to plan and carry out their deed. Rather than simply looking at Columbine as a crucible for all school violence, Larkin places the tragedy in its proper context, and in doing so, examines its causes and meaning.

Philadelphia: Temple University Press, 2007. 265p.

By Steffen Hurka.

Politicization and Policy Change in Western Europe. While the causes of rampage violence have been analysed thoroughly in diverse academic disciplines, we hardly know anything about the factors that affect their consequences for public policy. This book addresses rampage shootings in Western Europe and their conditional impact on politicization and policy change in the area of gun control. The author sets out to unravel the factors that facilitate or impede the access of gun control to the political agenda in the wake of rampage shootings and analyses why some political debates lead to profound shifts of the policy status quo, while others peter out without any legislative reactions. In so doing, the book not only contributes to the theoretical literature on crisis-induced policy making, but also provides a wealth of case-study evidence on rampage shootings as empirical phenomena.

London; New York: Routledge, 2017. 201p.