Journal of Science Policy & Governance | Volume 17, Issue 02 | October 12, 2020

Policy Memo: Beyond Gun Control: Implementing Mental Health Interventions for the School Shooting Crisis in California

Agnes M. Varghese (1), Danielle E. Delany (1), Morgan L. Dundon (2)
  1. University of California, Riverside, Developmental Psychology Program, Riverside, CA
  2. University of California, Riverside, Materials Science and Engineering Program, Riverside, CA
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https://doi.org/10.38126/JSPG170212
Keywords: school shootings; mental health interventions; social-emotional learning; California
Executive Summary: Over the last 10 years, the United States has witnessed a striking increase in school shootings (Riedman and O’Neil 2020). Most legislation addressing the issue has been focused on gun control with liberal states such as California passing stringent gun laws. However, it is important to acknowledge that the school shooting crisis is a multifaceted problem that will not be resolved by gun regulations alone. California should establish social-emotional learning programs in K-12 schools to help address the underlying issues that drive individuals to gun violence. These programs will provide students with the skills necessary to reduce aggressive behaviors as well as increase overall student well-being and academic achievement (Espelage et al. 2013). Along with gun control measures, California’s policymakers should establish social-emotional learning programs in K-12 schools to reduce the number of school shooting incidents. Effective implementation of such programs could transform California from the state with the highest rate of school shootings in the country to an exemplary model for other states to follow in tackling the school shooting crisis.

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Agnes Varghese is a graduate student researcher at the University of California, Riverside (UCR), pursuing a PhD in Developmental Psychology. She holds a BS in Psychology and a BA in Broadcast Journalism from the University of Maryland, College Park. Agnes is the Chair of External Affairs for the UCR Center for Science to Policy’s student-led cabinet.
 
Danielle Delany is a graduate student researcher at the University of California, Riverside (UCR), pursuing a PhD in Developmental Psychology. She holds a BA and MA in Psychology from California State University, Fullerton. Danielle is the Chair of the Education and Events Committee for the UCR Center for Science to Policy’s student-led cabinet.

Morgan Dundon is a graduate student researcher and National Science Foundation Graduate Research Fellow at the University of California, Riverside (UCR), pursuing a PhD in Materials Science and Engineering. She holds a BS in Forensic Chemistry and Chemistry from Towson University. Morgan is the Chair of Government Relations for the UCR Center for Science to Policy’s student-led cabinet.

Acknowledgements
The authors would like to acknowledge the contributions of the Center for Science to Policy at the University of California, Riverside in preparing this manuscript.
DISCLAIMER: The findings and conclusions published herein are solely attributed to the author and not necessarily endorsed or adopted by the Journal of Science Policy and Governance. Articles are distributed in compliance with copyright and trademark agreements.

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