Four years after a somber incident where a young student in Rigby, Idaho, brought a gun to school injuring peers and a custodian, the school district has undergone significant changes aimed at preventing future threats.
In response to the tragedy, Rigby introduced various initiatives focused on building relationships and community engagement within the school. Programs such as the student-run Hope Squads now play a crucial role in promoting mental well-being and connection among students through encouraging efforts like homemade notes and spirited assemblies. Parents, particularly volunteer fathers participating in Dads on Duty, also contribute by patrolling school corridors and interacting with students. Support structures have further expanded with the organizing of a team composed of counselors, social workers, and probation officers who routinely meet to strategize assistance for those exhibiting challenging behavior. Moreover, a new rule banning cell phones on campus has fostered more face-to-face interaction among students, contributing to a noticeable improvement in school culture.
โWeโve helped change lives,โ expressed Brianna Vasquez, a senior at Rigby High School and active member of the Hope Squad. โThrough Hope Squad, friends have emerged from the depths of depression and harmful thoughts.โ
Across the country, educators remain committed to empowering schools against threats similar to that of Rigby. Many districts have gravitated towards digital surveillance as a solution; however, this approach has not been universally accepted due to concerns about privacy infringements and security compromises. There isnโt a consensus on the optimal strategy, leading some districts to blend technology use with personal threat assessment teams and mental health initiatives.
Jennifer DePaoli from the Learning Policy Institute has conducted research in the realm of school safety and advocates a multi-faceted strategy as prudent.
Emphasizing interpersonal connections, educators in Rigby believe that interpersonal engagement is key; technologies like surveillance systems might not effectively identify nuanced social behaviors, such as students who isolate themselves during lunch. Chad Martin, superintendent of the Jefferson County School District, emphasizes the significance of social connections, noting: โItโs all about culture. It begins with having friends or at least making connections somewhere.โ
Technology remains part of the solution, enabling threat detection through tools like STOPit, an app allowing students to confidentially report safety concerns, and software that scans for concerning keywords. Nonetheless, these digital tools are seen as important supplements rather than replacements for human-led efforts.
According to Martin, one of the districtโs most substantial strategies involves assembling a collaborative threat assessment team. These teams meet regularly to piece together individual observations and help provide comprehensive support for students in need. โWe want to piece all that information together to effectively support kids,โ Martin remarked.
Though Idaho doesnโt require these threat assessment teams, 11 states do, reflecting their growing recognition. As reported by the National Center for Education Statistics in 2024, seventy-one percent of American public schools now have such teams. One well-regarded approach, known as the Comprehensive School Threat Assessment Guidelines (CSTAG), was established based on the insights of Dewey Cornell, a forensic psychologist with years devoted to the study of youth-perpetrated violence, including school shootings.
CSTAG advocates for a non-punitive intervention-focused strategy; it recommends a series of steps in response to threats that include potentially suspending or relocating a student while mental health screenings and police investigations are carried out in conjunction with a comprehensive safety plan.
Cornell underscores that this method, when properly implemented, is oriented towards preventive action rather than punishment, leading to fewer instances requiring school removals or law enforcement actions, as evidenced by a study he co-authored in Florida where threat assessment teams are obligatory.
Despite their growing presence, threat assessment teams have occasionally faced criticism, including concerns over transparency and potential bias against minority students. DePaoli calls for further investigation into whether these teams are truly successful in identifying threats and adequately supporting students.
In Utahโs Jordan School District, the CSTAG model is in use. Travis Hamblin, director of student services, acknowledges the critical role of building personal connections in enhancing how the district deals with potential threats, fostering both student safety and well-being.
Earlier in the academic year, the district received an alert from Bark, a digital monitoring program, after a middle school student uploaded a sketch of a gun. Thanks to the comprehensive evaluation process under CSTAG, the team deftly managed the issue, concluding the student had no harmful intentions, labeling the drawing an immature act.
Within the district, there is a dedicated staff memberโan experienced former administrator and counselorโwho manages alerts from Bark and communicates with school faculty. To ensure preparedness, Jordan School has provided threat assessment training for its administrators and elected staff members.
Despite the technological tools in place, Hamblin emphasizes that โpeople are the solution,โ focusing on human interaction as the core of the security strategy.
Back in Rigby, figures like Ernie Chavez actively contribute to student engagement through participation in parent-run programs like Dads on Duty. As Chavez physically stands out among the crowd of middle schoolers, he and his team create a reassuring presence within the school hallways. Students frequently approach him for high-fives, and he is met with enthusiasm and recognition from the school community.
The districtโs student-led Hope Squads, introduced in 2021, actively build on this philosophy of engagement and mental health advocacy. As part of a widespread initiative across the United States and Canada, these squads aim to promote connection and mitigate the risk of suicide. By informing counselors about struggling peers, these students have effectively bridged the gap between students and mental health support.
Rigbyโs renewed focus on student interaction and community is solidified by a policy banning cell phone use during school hours, which offers significant gains in face-to-face interactions among students. This โback-to-basicsโ approach, according to Ryan Erikson, principal of Rigby Middle School, has positively transformed social dynamics, turning previously isolated students into more engaged classmates.
While the districtโs comprehensive safety efforts underline a commitment to student security, Martin acknowledges that challenges persist. โOur systems arenโt perfect, and unexpected circumstances still arise, but weโre dedicated to addressing them as we endeavor to support our students.โ
Through these multidimensional strategies, Rigby schools have demonstrated a compelling example of how schools can evolve from tragedy to foster an enriched and safer learning environment for students.