Counteracting terrorist acts and school shootings in educational institutions of the USA and the Russian Federation: a comparative analysis of the content of educational and reference publications
N. E. Lukyanov, A. A. Izgarskaya
Institute of Philosophy and Law of the Siberian Branch of the Russian Academy of Sciences, Novosibirsk, Russia
Keywords: educational institutes, security, terrorism, school shooting, extremist, prevention of school shooting
Abstract
Introduction. Security issues are a hot topic on the agenda of the modern world. At the same time, educational institutions are objects of increased danger. Methodology. Based on a comparative analysis of educational materials published in the Russia and USA, an attempt was made to identify the differences in approaches and related problems of countering terrorist attacks on educational institutions and school shootings. Discussion. Measures to counteract these phenomena are included in the security structures of each society. The experience of states in combating terrorism and school shootings is reflected in educational materials. In Russia, the main emphasis is on actions in a situation of terrorist capture and identifying elements of extremism. In the materials published in the USA, more attention is paid to school shooting. In Russian materials, the algorithm of behavior became a set of the following actions: «keep calm - do not provoke - calm others - wait for liberation - do not interfere with the special operation». This algorithm is justified when an educational institution is seized by a well-organized group of terrorists, but can be the cause of large casualties in a school shooting situation, since it does not imply active resistance. In US educational publications, the basic algorithm of action during a school shooting is as follows: «Run. Hide. Fight». It is believed that it is impossible to predict the appearance of an active shooter at an early stage, so at the beginning of the attack, participants in the educational process must be ready to engage in confrontation with the shooter. In the US, a system of primary and secondary prevention of school shootings is used. Primary prevention is aimed at improving the school climate. The tasks of secondary prevention include identifying students who need intervention. These tasks are solved using school target prevention programs. Conclusions. Since school shootings are becoming a frequent phenomenon in Russia, the system of training participants in the educational process to counter such attacks should be adapted to local realities.
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