What's in a Shame? Rethinking School Safety in the Face of Disruptive Threats

Abstract

Background

Following school shootings, threats of violence often surge, straining law enforcement and disrupting school operations. Some agencies respond with “shaming” tactics, such as publicizing arrests, but research shows these methods can worsen outcomes by increasing fear and alienation among students.

Contributions to Practice

This commentary advocates for moving away from punitive measures like shaming and instead recommends restorative practices focused on relationship-building and accountability. These strategies foster a positive school climate, improve trust, and engage students in creating safer environments.

Implications for School Health Policy, Practice, and Equity

We emphasize the limitations of shaming and the need for developmentally appropriate juvenile justice responses. A comprehensive approach to school safety should include social–emotional learning, early threat detection, and environmental design. Policies should prioritize positive youth development to ensure equitable practices, particularly for marginalized students affected by punitive measures.

Conclusions

A holistic, evidence-based approach that incorporates restorative practices and proactive safety strategies is more effective in fostering a supportive, safe school environment. Moving away from shaming and punishment will enhance student well-being, reduce fear, and promote a more inclusive school climate for all students.