Latest / Crime Stories with Nancy Grace / School massacre foiled: Armed teen caught with ‘hit list’

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School massacre foiled: Armed teen caught with ‘hit list’ · Crime Stories with Nancy Grace

• 0:06
  Speaker 1: Police in North Carolina say this high school was supposed
• 0:08
  Speaker 1: to be the site of a massacre. A teen is
• 0:11
  Speaker 1: arrestigious moments before he allegedly planned to carry out an
• 0:14
  Speaker 1: attack at his high school in Union County, near Charlotte,
• 0:17
  Speaker 1: to bringing knives, flammable liquid, and a hit list with
• 0:20
  Speaker 1: up to a dozen names on it to school. But
• 0:23
  Speaker 1: investigators say the boy posted in an online chat room
• 0:26
  Speaker 1: about plans to stab several students at his school. They
• 0:30
  Speaker 1: say they were tipped off to the planned attack by
• 0:32
  Speaker 1: authorities in Canada. This is Crime Stories with Nancy Grace.
• 0:37
  Speaker 1: The student, whose name has not been released because he's
• 0:39
  Speaker 1: younger than sixteen, was not a troublemaker. We spoke to him.
• 0:43
  Speaker 1: He was very calm. Thirty say the plot was foiled
• 0:46
  Speaker 1: with minutes to spare. The sheriff said today he is
• 0:49
  Speaker 1: now getting some counseling help. Let's travel to know that
• 0:54
  Speaker 1: your kids can come school and not be safe. I
• 0:58
  Speaker 1: remember Columbine, I remember Dylan Clebold, and I remember all
• 1:06
  Speaker 1: of the copycats that followed. I remember the violence in
• 1:11
  Speaker 1: our school systems. When I was a prosecutor for ten
• 1:15
  Speaker 1: years in Inner City Atlanta, I would go to public
• 1:19
  Speaker 1: schools to find defendants, felony defendants, witnesses to felonies. It
• 1:26
  Speaker 1: was not a good thing to be walking up and
• 1:29
  Speaker 1: down the halls of a middle school looking for a
• 1:33
  Speaker 1: murder defendant or a rape defendant. But I did it,
• 1:38
  Speaker 1: and I didn't know what could be worse than that
• 1:40
  Speaker 1: until Columbine, the Columbine massacre occurred. I Nancy Grace, this
• 1:45
  Speaker 1: is crime Stories. Joining me in addition to the Duke.
• 1:49
  Speaker 1: Alan Duke is a very special guest today, A long
• 1:53
  Speaker 1: time sparring buddy and friend, Dr Karen Stark joining me
• 1:59
  Speaker 1: out of New York. As authorities arrest North Carolina student
• 2:05
  Speaker 1: armed with weapons and a hit list, It's like we
• 2:08
  Speaker 1: never learned. A North Carolina high school student just arrested
• 2:13
  Speaker 1: in connection with a backpack police find containing dangerous contraband
• 2:18
  Speaker 1: like knives and a hit list. What this is in
• 2:23
  Speaker 1: thunder Bay Police and thunder Bay alerted the North Carolina
• 2:27
  Speaker 1: Bureau of Investigation after they were flagged to an internet
• 2:33
  Speaker 1: chat room, and this internet chat room contained suspicious material,
• 2:39
  Speaker 1: says the n CBI North Carolina Bureau of Investigation. Canadian
• 2:44
  Speaker 1: authorities were the ones that were interviewing a girl in
• 2:48
  Speaker 1: a different investigation. She leads them to this chat room
• 2:52
  Speaker 1: and it's there they find posts made by this North
• 2:56
  Speaker 1: Carolina student about stabbing people. Now, before I go any further,
• 3:02
  Speaker 1: I want to go to care and start here, and
• 3:04
  Speaker 1: before we get into what's happening in that North Carolina school.
• 3:07
  Speaker 1: It could be any of our schools, but stabbing. I
• 3:12
  Speaker 1: want you as a shrink see as a trial lawyer.
• 3:16
  Speaker 1: I know that there is a psychological difference between someone
• 3:20
  Speaker 1: who stabs their victim and someone that shoots their victim.
• 3:25
  Speaker 1: Also a difference between a stabbing perp and um, let's
• 3:28
  Speaker 1: just say smothering like you smother a baby or you
• 3:32
  Speaker 1: smother someone with a pillow, and asphyxiation strangling by a man,
• 3:38
  Speaker 1: manual or ligature. A stabbing perp is a whole another
• 3:46
  Speaker 1: can of worms. Explain it to me. I only know
• 3:48
  Speaker 1: it just because I know it, but you understand it.
• 3:53
  Speaker 1: What's different about a young boy who is preparing to
• 3:58
  Speaker 1: do mass stabbings at his school. The thing with stabbing, Nancy,
• 4:05
  Speaker 1: is that they are very personal. What you're naming, whether
• 4:09
  Speaker 1: it's suffocation, there's an enjoyment in seeing the person actually
• 4:15
  Speaker 1: suffer your close up, You're you're manually doing it. You're
• 4:21
  Speaker 1: feeling what's happening. You're actually putting I hate to be
• 4:24
  Speaker 1: so graphic, but putting the knife into the person, feeling
• 4:28
  Speaker 1: it go in, and then you derive satisfaction from the
• 4:33
  Speaker 1: fact that you're able to have this power. Another thing,
• 4:37
  Speaker 1: Karen Stark, A lot of people are squeamish with the
• 4:41
  Speaker 1: side of blood. They pass out, They can't take it.
• 4:43
  Speaker 1: Stabbing perhaps have a whole different mentality. What is it
• 4:48
  Speaker 1: because I always called it a sweetheart murder, and what
• 4:52
  Speaker 1: I mean by that you have to get up close
• 4:54
  Speaker 1: and personal to your victim in order to kill them.
• 4:59
  Speaker 1: You feel the knife go into their flesh, into their heart,
• 5:02
  Speaker 1: into their chest. You feel the resistance as it goes
• 5:06
  Speaker 1: through their lungs or their heart, or it hits bone.
• 5:10
  Speaker 1: You feel that, you see and get sprayed with the
• 5:13
  Speaker 1: blood when it comes out of their body. You are integrally,
• 5:19
  Speaker 1: critically part of their death. You're attached to their death.
• 5:24
  Speaker 1: It's not like you're at thirty paces. You're intimate. You're
• 5:29
  Speaker 1: intimate with the person. Yes, it's not like you're at
• 5:31
  Speaker 1: thirty paces and you pull your gun and it's kind
• 5:34
  Speaker 1: of clinical and at a distance. Uh and a like that,
• 5:38
  Speaker 1: Karen Stark. They call it sweetheart because it is that intimate,
• 5:44
  Speaker 1: and the blood is a part of the whole experience.
• 5:47
  Speaker 1: The excitement because you're actually getting excited by killing this person,
• 5:53
  Speaker 1: harming this person. Even the idea that they would die
• 5:57
  Speaker 1: in front of you when you could watch them powerful
• 6:01
  Speaker 1: and its intimate. It's scary. After the North Carolina Bureau
• 6:06
  Speaker 1: of Investigation identified the boys, student and a lord of
• 6:10
  Speaker 1: the staff at Forest Hills High School in Marshville and
• 6:14
  Speaker 1: the Union County Sheriff's office there in North Carolina, a
• 6:18
  Speaker 1: Union County sheriff deputy assigned as a school resource officer.
• 6:22
  Speaker 1: That means cops in the school. Now, that tells me
• 6:25
  Speaker 1: something right there, that they got to have a cop
• 6:27
  Speaker 1: in the school. But that cop finds several well, it's
• 6:31
  Speaker 1: a it's a sheriff, it's not a cop. Find several knives,
• 6:34
  Speaker 1: bottle of flammable liquid, fireworks and dismantled shotgun shell and interesting,
• 6:40
  Speaker 1: Karen's dark A hit list inside the book bag of
• 6:44
  Speaker 1: the student. A hit list. What does that mean? That's
• 6:49
  Speaker 1: not a surprise, Nancy, because it's planned. This guy has
• 6:53
  Speaker 1: planned that he's going to get revenge and attack these
• 6:57
  Speaker 1: particular people, and it's not something despite the fact that
• 7:01
  Speaker 1: they're saying that he was, you know, a good kid
• 7:05
  Speaker 1: and nobody would have ever expected this. If you take
• 7:09
  Speaker 1: a look, he's been planning it. He had leakage, which
• 7:12
  Speaker 1: means he went online and he talked about it. He's
• 7:15
  Speaker 1: been thinking about how he's going to do it. It's
• 7:19
  Speaker 1: not something that he just woke up one morning and said,
• 7:22
  Speaker 1: you know, I think I'll bring these, you know, knives
• 7:25
  Speaker 1: and flammable liquid to school. And that makes it all
• 7:29
  Speaker 1: the worse. Now we've said sixteen, well some people have
• 7:34
  Speaker 1: said sixteen, but the suspect, whose name is being withheld,
• 7:39
  Speaker 1: they say are under He's under the age of sixteen
• 7:42
  Speaker 1: and facing criminal charges. Now the teen the boy was
• 7:47
  Speaker 1: not on the n CBI radar before this happened, so
• 7:52
  Speaker 1: he's totally going under the radar, and police are totally
• 7:56
  Speaker 1: crediting the discovery to the tip it received from at
• 8:00
  Speaker 1: Canadian law enforcement because of this chat room and this kid.
• 8:05
  Speaker 1: This boy had been threatening to quote stab several kids
• 8:09
  Speaker 1: at school today and joining Karen Ellen and I right
• 8:14
  Speaker 1: now from the Sherlotte Observer is a veteran reporter, Joe Marissa. Now, Joe,
• 8:20
  Speaker 1: you've got to correct me on your last name, because
• 8:22
  Speaker 1: as much as I practiced it, I'm sure I'm bungling it.
• 8:24
  Speaker 1: But let me get these two words correct. Thank you
• 8:28
  Speaker 1: for being with us. Joe. Could you tell us what
• 8:32
  Speaker 1: you know what's going on in that school? Well, Nancy,
• 8:35
  Speaker 1: right now the student UH is under UH psychiatric evaluation
• 8:41
  Speaker 1: counseling UM at a facility outside the school. That's the
• 8:45
  Speaker 1: latest we've heard to see what was in his mind
• 8:48
  Speaker 1: and what was happening. I can tell you that he
• 8:52
  Speaker 1: had never caused problems in that school, according to the
• 8:55
  Speaker 1: the sheriff's resource officer who worked in that school and
• 8:59
  Speaker 1: found the bag. You know, I wonder, and again, as
• 9:03
  Speaker 1: I always say, I used to beat myself up, Joe
• 9:06
  Speaker 1: for years when I prosecuted in their city, Atlanta, I
• 9:09
  Speaker 1: would look over the defendant and wonder why. Karen Stark
• 9:13
  Speaker 1: and I've talked about this many times. I just couldn't
• 9:15
  Speaker 1: understand why somebody would do such a thing to cause
• 9:18
  Speaker 1: so much pain. Finally, after about five years of that, Joe,
• 9:23
  Speaker 1: I said, why ask why. I've just got to make
• 9:26
  Speaker 1: sure I have the right person prove that this happened.
• 9:29
  Speaker 1: And put the bad guy away. That's my job, and
• 9:32
  Speaker 1: I'll leave it up to the Lord to handle the
• 9:34
  Speaker 1: rest and to Karen Stark let her figure it out.
• 9:37
  Speaker 1: So I'm just wondering, though, I can't help but wonder
• 9:40
  Speaker 1: if he had been a quote good kid all these years,
• 9:44
  Speaker 1: had he been bullied, had he been mistreated? What do
• 9:48
  Speaker 1: we think let up to this? I can't help but
• 9:50
  Speaker 1: ask why. I'm breaking my own rule. Yeah, well, we
• 9:54
  Speaker 1: have to ask why. And the reason we have to
• 9:56
  Speaker 1: ask why is we have to solve the problem eventually
• 9:59
  Speaker 1: as a society. And in this case, um uh, there
• 10:03
  Speaker 1: is an inclination, inclination to believe that he was bullied.
• 10:08
  Speaker 1: Why would somebody come up with a list of nine
• 10:11
  Speaker 1: to twelve students a kid who didn't cause trouble, did
• 10:15
  Speaker 1: not cause trouble at all. So I mean the sheriff
• 10:18
  Speaker 1: investigators are are interviewing every one of those uh students
• 10:23
  Speaker 1: on the list to find out what could be and
• 10:27
  Speaker 1: to come up with with an answer to your question. Well,
• 10:29
  Speaker 1: I want to talk about that for a second. I'm
• 10:33
  Speaker 1: going to digress and go back to Karen. Joe, please don't, please,
• 10:36
  Speaker 1: don't leave. I've got a lot more question, many more
• 10:38
  Speaker 1: questions to ask you. But Karen, you know, if it is,
• 10:42
  Speaker 1: and I am not justifying what this kid did, he
• 10:46
  Speaker 1: has committed a crime. And this is at the very
• 10:50
  Speaker 1: least deviation of a terroristic threat. But when you are
• 10:56
  Speaker 1: bullied and the school does nothing about it, and it
• 11:00
  Speaker 1: goes on and on and on. I mean, as adults,
• 11:04
  Speaker 1: we should be able to cope with that and handle it,
• 11:07
  Speaker 1: ignore it, deal with it in our own way. But children,
• 11:10
  Speaker 1: they're they're shown violent video games, they're shown violent TV shows, movies,
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  Speaker 1: and then what do we expect them to do if
• 11:19
  Speaker 1: they don't have the right guidance and the authorities the
• 11:23
  Speaker 1: school never does anything to stop the bullying, At some
• 11:27
  Speaker 1: point they explode. That's true, especially at that age now,
• 11:31
  Speaker 1: with the age that we're talking about, teenage, where there's
• 11:35
  Speaker 1: so much pressure to fit in and belong and just
• 11:39
  Speaker 1: being excluded and isolated can cause resentment and the snide
• 11:45
  Speaker 1: remarks and the kind of bullying that kids can't cope with.
• 11:50
  Speaker 1: So in some instances, as you know, they wind up
• 11:54
  Speaker 1: internalizing it and killing themselves because they can't cope anymore.
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  Speaker 1: Or in this case, this is a student who externalized
• 12:04
  Speaker 1: and decided he would take revenge. We don't know whether
• 12:07
  Speaker 1: he would or not. But I need to tell you
• 12:10
  Speaker 1: that they don't just suddenly wake up one day and
• 12:13
  Speaker 1: make a major shift in their behavior and change their
• 12:17
  Speaker 1: whole lives. It's something that grows this plan that they have,
• 12:21
  Speaker 1: the idea that they're going to get revenge. It's it's
• 12:25
  Speaker 1: it's not just he was a good kid. He didn't
• 12:28
  Speaker 1: cause any trouble. There's something brewing underneath. Back to Joe
• 12:34
  Speaker 1: Marsac from the Charlotte Observer again, thank you for being
• 12:37
  Speaker 1: with us. If you don't mind, could you walk me
• 12:40
  Speaker 1: through exactly what your understanding is of what happened. Well,
• 12:44
  Speaker 1: you might not believe it, Nancy, but it started with
• 12:47
  Speaker 1: a law enforcement agency monitoring internet chat rooms, a law
• 12:53
  Speaker 1: enforcement agency from Canada. North Carolina is a long way
• 12:57
  Speaker 1: from Canada. If started there and they noticed that there
• 13:02
  Speaker 1: were some threats being made, and they traced it to
• 13:07
  Speaker 1: a student here in North Carolina. Immediately contacted the state
• 13:11
  Speaker 1: Bureau of Investigation, which immediately contacted the County Union County
• 13:17
  Speaker 1: Sheriff's office. The Sheriff's office has school resources off officers
• 13:22
  Speaker 1: in every high school, and so that officer went and
• 13:27
  Speaker 1: gently pulled the get out of glass without making a
• 13:30
  Speaker 1: making any kind of scene, and asked to look at
• 13:33
  Speaker 1: his book bag. They knew that there was a book
• 13:35
  Speaker 1: bag that was being brought to the school on two
• 13:38
  Speaker 1: day and that that the kid had made threats. How
• 13:42
  Speaker 1: about that, and that's how it happened. It's just amazing
• 13:45
  Speaker 1: to me that they catch it. They day he brings
• 13:50
  Speaker 1: the weapons to school. Okay, so they pulled him out
• 13:53
  Speaker 1: of class. They asked to look at his book bag,
• 13:55
  Speaker 1: and then what happens. The officer actually said that the
• 13:58
  Speaker 1: student was very home and didn't really react in any
• 14:02
  Speaker 1: kind of agitated or any other kind of way and
• 14:06
  Speaker 1: said sure, And he said sure, look at the book bag,
• 14:09
  Speaker 1: and that's when they found a bottle of flammable liquid,
• 14:14
  Speaker 1: at least three knives, um and a hit list with
• 14:18
  Speaker 1: nine to twelve students named on it. Wow, what do
• 14:23
  Speaker 1: you think his actual plan was? Um? Intrigued with the
• 14:27
  Speaker 1: idea that he's brought flammable liquid as well. We can
• 14:31
  Speaker 1: only go with what he threatened on that chat room discussion,
• 14:34
  Speaker 1: and that was that he was going to come in
• 14:36
  Speaker 1: and hurt these kids. I thought he said he was
• 14:39
  Speaker 1: gonna stab people Yes, that's exactly it. That's what he said.
• 14:45
  Speaker 1: I wonder what the flammable liquid was for. What was
• 14:48
  Speaker 1: he going to do with that? Yeah, good question. Uh,
• 14:51
  Speaker 1: the investigators have not elaborated on that. So where is
• 14:54
  Speaker 1: he right now? And how are they dealing with the
• 14:57
  Speaker 1: other students? Well, right now, that's is receiving UM. What
• 15:02
  Speaker 1: they say is counseling UM at an at an outside
• 15:06
  Speaker 1: facility which we can only assume is a mental health
• 15:09
  Speaker 1: facility in the Charlotte area, and they have offered all
• 15:15
  Speaker 1: kids at that school, uh, to to talk this out
• 15:18
  Speaker 1: with UM, with you know, uh, the counselors at the
• 15:21
  Speaker 1: school and whoever else they you know, people in a
• 15:25
  Speaker 1: position of authority there to talk it out. I don't
• 15:28
  Speaker 1: think that that's enough. What do you mean, Nancy? I
• 15:31
  Speaker 1: feel like they should be having group meetings where the
• 15:34
  Speaker 1: where the kids can talk together and talk about, you know,
• 15:39
  Speaker 1: this happening in their school and what it means to them,
• 15:42
  Speaker 1: because the kids often have PTSD as a result of
• 15:46
  Speaker 1: this kind of a situation, even if it hasn't happened,
• 15:50
  Speaker 1: the idea that this could actually happen in their own school,
• 15:53
  Speaker 1: so they need to address it on a large scale.
• 15:56
  Speaker 1: School massacres first came to the forefront April twenty nineteen,
• 16:03
  Speaker 1: eighteen years ago. It was eleven nineteen in the morning.
• 16:07
  Speaker 1: I remember it like it was yesterday, and Columbine went down.
• 16:14
  Speaker 1: A school shooting that occurred at Columbine High School in Columbine.
• 16:18
  Speaker 1: It's an unincorporated area of Jefferson County in Colorado. It
• 16:24
  Speaker 1: was a highly planned and complex act and involved a
• 16:28
  Speaker 1: fire bomb to divert firefighters, which is what made me
• 16:33
  Speaker 1: curious about this North Carolina kid bringing flammable liquid pro
• 16:38
  Speaker 1: pain tanks converted to bombs and placed in the cafeteria
• 16:42
  Speaker 1: nine nine explosive devices car bombs, and the perpetrators turned
• 16:48
  Speaker 1: out to be seniors Eric Harrison Dylan Klebold. Twelve students
• 16:53
  Speaker 1: and one teacher were murdered, twenty one others harmed. Three
• 16:59
  Speaker 1: more aren't injured attempting to escape. The pair subsequently committed suicide,
• 17:07
  Speaker 1: and their precise motives always remained unclear. Their personal journals
• 17:13
  Speaker 1: document that they wanted their actions to compete with the
• 17:19
  Speaker 1: Okay City bombing and other deadly incidents. It's hard to
• 17:23
  Speaker 1: imagine high school kids and that level of pre planning.
• 17:29
  Speaker 1: What do you think about our reporter from Charlotte, the
• 17:32
  Speaker 1: Charlotte Observer joining us, what do you think? Well, I
• 17:36
  Speaker 1: I just think that there are so many incidents that
• 17:38
  Speaker 1: have happened in our country that I don't think it's
• 17:41
  Speaker 1: I think they just there are a copycatting what they've
• 17:45
  Speaker 1: that they've already seen and heard. Um who knows what
• 17:48
  Speaker 1: that is in this particular students insidance. But I'm not
• 17:52
  Speaker 1: surprised that they just copycat. Unfortunately, Joe, what if anything
• 17:57
  Speaker 1: do you know about the North Carolina boys family? We
• 18:02
  Speaker 1: don't because the sheriff uh is uh saying that he
• 18:06
  Speaker 1: is not going to release the boy's name or any
• 18:08
  Speaker 1: other information because he is a miner. He will be charged,
• 18:12
  Speaker 1: though he wanted to make it make it perfectly clear
• 18:15
  Speaker 1: that this boy will be charged. I can't believe it's
• 18:18
  Speaker 1: still a secret, because while the sheriff may be keeping
• 18:20
  Speaker 1: in a secret, UH High school is anything but secretive. Okay,
• 18:25
  Speaker 1: they all know exactly what's happened. You know it's going
• 18:28
  Speaker 1: to be If it's not already out, it's going to
• 18:30
  Speaker 1: be out at any minute. It may be as we're speaking.
• 18:35
  Speaker 1: So what do you anticipate it is going to happen
• 18:37
  Speaker 1: now Jove, the sheriff says that he will be charged
• 18:40
  Speaker 1: and and and and the charge could be um, you know,
• 18:44
  Speaker 1: um one of the charges could be bringing weapons, uh,
• 18:48
  Speaker 1: you know, of mass destruction onto a school campus. But
• 18:52
  Speaker 1: he will be charged as a miner. He's under the
• 18:56
  Speaker 1: age of sixteen. And uh so that's what's gonna happen.
• 18:59
  Speaker 1: That it's going to be the next development. Um. But
• 19:02
  Speaker 1: we're hoping to you know, uh find out more from
• 19:06
  Speaker 1: uh parents and the rest of the school community as
• 19:09
  Speaker 1: to what courses of action they're going to take and
• 19:12
  Speaker 1: their reaction. You know, it's scary to me with two
• 19:17
  Speaker 1: children in school, how little we know? What is it?
• 19:21
  Speaker 1: What's in the backpacks, what's going on, what's going on
• 19:24
  Speaker 1: beneath the surface? What has not been addressed? And they
• 19:28
  Speaker 1: keep saying he's under sixteen? What does that mean? Is
• 19:31
  Speaker 1: he twelve? Is he thirteen? Is he fifteen? Because there's
• 19:34
  Speaker 1: a big difference in twelve and fifteen in my mind?
• 19:39
  Speaker 1: Do we do you have an idea how old he
• 19:41
  Speaker 1: really is? Joe. We think he's he's got to be
• 19:45
  Speaker 1: at least uh fourteen, that's what we're thinking. He's in
• 19:48
  Speaker 1: the high school he's got to be and our guest
• 19:51
  Speaker 1: right now is fifteen. But we don't know, but we
• 19:54
  Speaker 1: will find that out. Ryan Alan did I was at
• 19:58
  Speaker 1: Columbine the night after it been spent two weeks. They're
• 20:01
  Speaker 1: trying to find out what happened. These kids were seniors,
• 20:04
  Speaker 1: Harris and Cleibold. Weare seniors. They've been in this high
• 20:07
  Speaker 1: school for four years. But it was documented that over
• 20:10
  Speaker 1: that four years they'd had these bullying confrontations where these
• 20:14
  Speaker 1: jocks it was like the jock click had been allegedly
• 20:18
  Speaker 1: bullying them and making homophobic remarks against them, and that
• 20:22
  Speaker 1: had been building up for years and years. If this
• 20:25
  Speaker 1: is a high school nine through twelve, this kid was
• 20:27
  Speaker 1: just there for a year or two. But perhaps it
• 20:30
  Speaker 1: would be interesting to know how long did he know
• 20:32
  Speaker 1: those people on the hit list? How long had he
• 20:34
  Speaker 1: been in that community? Had it been building up for years?
• 20:37
  Speaker 1: And there's a good chance that it that it was
• 20:39
  Speaker 1: you're right, what do you know about that Joe? How
• 20:42
  Speaker 1: long has he been in the high school? We don't know.
• 20:44
  Speaker 1: We just don't know yet. That will that will come out.
• 20:47
  Speaker 1: We're confident it will. There's another big difference here. This
• 20:52
  Speaker 1: young man had knives, big knives, bowie knives, hunting knives,
• 20:56
  Speaker 1: combat knives, that's what he had. The little firecrackers he
• 20:59
  Speaker 1: had that wouldn't really do a lot of damage to anybody.
• 21:02
  Speaker 1: Those are blown up in my end when I was
• 21:03
  Speaker 1: a kid, got blisters. But he had these knives. He
• 21:07
  Speaker 1: did not have guns. Does that mean he didn't have
• 21:09
  Speaker 1: access to guns or does it mean that he was
• 21:12
  Speaker 1: just so fascinated with knives. That is a difference from
• 21:16
  Speaker 1: the traditional school attack. Have we had that many attacks
• 21:20
  Speaker 1: like this that were actually carried out? Typically when we
• 21:23
  Speaker 1: hear about these school attacks, it's guns. Yes, that's true. Yea.
• 21:26
  Speaker 1: In fact, I've written about them. The moves had cases
• 21:29
  Speaker 1: I hate to say about like this in in the
• 21:32
  Speaker 1: past recent years. I mean, this is not the first
• 21:35
  Speaker 1: time I've written a story about such an incident. It
• 21:39
  Speaker 1: just doesn't. But usually it involves finding guns on the
• 21:43
  Speaker 1: on the campus. Well, Joe, what what's the law? What's
• 21:47
  Speaker 1: being done in North Carolina, which pretty much reflects the
• 21:51
  Speaker 1: rest of the country to guard the otherst units against this? Well,
• 21:57
  Speaker 1: that's where um we have this is and this is
• 21:59
  Speaker 1: where worked so well in this case is we have
• 22:03
  Speaker 1: UH certified Sheriff's deputies assigned as school resource officers in
• 22:09
  Speaker 1: all of the high schools and other schools. And that's
• 22:13
  Speaker 1: to help nip this in the bud. When they pick
• 22:16
  Speaker 1: up a rumor, when a teacher picks up a rumor,
• 22:18
  Speaker 1: the officer can help help stop whatever um might be
• 22:23
  Speaker 1: happening or might be about to happen. That's really uh,
• 22:28
  Speaker 1: that's uh, that's this. That's the safety guard that we have.
• 22:32
  Speaker 1: I gotta hand it over to Canadian authorities and North
• 22:37
  Speaker 1: Carolina Bureau of Investigation because they caught this and caught
• 22:42
  Speaker 1: this in the nick of time, and they acted on it,
• 22:47
  Speaker 1: and they probably said, who knows how many laws you know,
• 22:52
  Speaker 1: depending on what he was trying to do, So they
• 22:55
  Speaker 1: get all the credit in my book exactly right now,
• 22:58
  Speaker 1: I'm hoping to find out more about which authority, uh
• 23:01
  Speaker 1: this started and why they even came across this, Why
• 23:05
  Speaker 1: did they happen to come across this? So what happens now?
• 23:08
  Speaker 1: Where will he be charged and arraigned? What do we
• 23:11
  Speaker 1: know Joe, Well, he's still in a facility, so we
• 23:15
  Speaker 1: don't know. It depends on and this happens with adults
• 23:17
  Speaker 1: to where they however long it takes to do an
• 23:22
  Speaker 1: evaluation at all. That's their priority. He's in a secure location, UM,
• 23:27
  Speaker 1: you know the you know he's under under watch and
• 23:31
  Speaker 1: and so as soon as he is released, when the
• 23:34
  Speaker 1: doctors say he can be released, UM, you better believe
• 23:38
  Speaker 1: that the sheriff's deputies will be right there to take
• 23:41
  Speaker 1: him uh to the proper juvenile court to um to
• 23:46
  Speaker 1: face charges. Oh, I'm sure, Joe, Thank you for being
• 23:50
  Speaker 1: with us. And last word to you, Karen start what
• 23:53
  Speaker 1: are their parents supposed to do with this? These parents
• 23:57
  Speaker 1: needed I'm hoping where we are the fact that there
• 24:01
  Speaker 1: was a change in their child and what they do
• 24:04
  Speaker 1: and they need to do now, UM is to understand
• 24:08
  Speaker 1: and just accept that he was very troubled. But I
• 24:11
  Speaker 1: also wanted to say Nancy that I think it's important
• 24:14
  Speaker 1: for all parents to learn from this. It isn't a
• 24:17
  Speaker 1: terrible thing to prepare your children for the fact that
• 24:21
  Speaker 1: this might happen in their school, just to tell them
• 24:24
  Speaker 1: ahead of time if something like this did happen, what
• 24:28
  Speaker 1: you would need to do. So that's to prepare other students,
• 24:32
  Speaker 1: you know, like going under desk, locking the door, calling please,
• 24:35
  Speaker 1: but also with your own children. There is a shift
• 24:39
  Speaker 1: and you have to look for it. This is an
• 24:42
  Speaker 1: age where they struggle with their identity and pier groups
• 24:46
  Speaker 1: and the pressure is very very strong, and you have
• 24:50
  Speaker 1: to see as your child getting to be more withdrawn, secretives, um, isolated,
• 24:57
  Speaker 1: not a lot of friends, often depressed and and they
• 25:01
  Speaker 1: don't diagnose it, so you are they less active and
• 25:06
  Speaker 1: to take to really be serious about these signs and investigate,
• 25:12
  Speaker 1: talk up, don't keep it to yourself, make sure your
• 25:16
  Speaker 1: child is okay. To Karen Stark and Joe marsak Alan Douke,
• 25:23
  Speaker 1: thank you for being with us our eyes on that
• 25:27
  Speaker 1: North Carolina High School. Nancy Gray signing off, goodbye friend,