Latest / Crime Stories with Nancy Grace / Safe At School | Justice Nation: Crime Stops Here

Transcript

Safe At School | Justice Nation: Crime Stops Here · Crime Stories with Nancy Grace

• 0:00
  Speaker 1: Hi guys, Nanasy Grace here. Welcome to Justice Nation. Crime
• 0:03
  Speaker 1: stops here. This online education video course is designed to
• 0:08
  Speaker 1: help you protect what you love the most, your children
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• 1:35
  Speaker 1: Terms apply. Thank you LifeLock for making this possible and
• 1:40
  Speaker 1: for being our partner. Session four. Safe at School. Your
• 1:46
  Speaker 1: child spends seven to eight hours a day at school,
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  Speaker 1: even getting there to the school bus on that school route.
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  Speaker 1: Did you know that one third of kidnap attempts in
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  Speaker 1: this occur on a school wrapped one third. That is staggering.
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  Speaker 1: And then when they get to school, we as parents
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  Speaker 1: have to accept that their peers mean the world to them.
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  Speaker 1: You can do everything possible at home to nurture them,
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  Speaker 1: to love them, to protect them. But when they put
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  Speaker 1: on that backpack and they head to school, when they
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  Speaker 1: walk through that school house door and it closes shut
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  Speaker 1: behind them, when that school bell rings, they're on the inside.
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  Speaker 1: We're on the outside, and it is a different world
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  Speaker 1: in there, and not always a safe world. Bathroom attacks, bullying,
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  Speaker 1: sex attacks, god forbids, school shootings, and even the teachers. Yes,
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  Speaker 1: the teachers can and have been a danger to children.
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  Speaker 1: I know. I have prosecuted them, I have covered their misdeeds.
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  Speaker 1: I've tried to track them down after they make off
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  Speaker 1: with a student. You know, sometimes I don't want to
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  Speaker 1: even think about it, but we have to and not
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  Speaker 1: just think about it, do something about it. We must
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  Speaker 1: keep our children safe at school with me now, Adam Kaufin,
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  Speaker 1: former police officer and the founder of Safe Kids in
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  Speaker 1: Mark Class, president of Class Kids Advocate for Children and
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  Speaker 1: investigative reporter Marlena Shaivo. You hit me with a statistic
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  Speaker 1: that nearly knocked me over regarding school buses and school
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  Speaker 1: bus stops.
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  Speaker 2: Hit me, Well, it's actually school routes. And I know
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  Speaker 2: that we were going to talk about JC Dugard who
• 3:59
  Speaker 2: was waiting for the school bus when she was kidnapped.
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  Speaker 2: And this is something that just startled me when I
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  Speaker 2: heard it, because nobody's really done anything with this statistic.
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  Speaker 2: One third of all abduction attempts occur on school routes.
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  Speaker 1: Same can sure one third of all abduction attempts occur
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  Speaker 1: on school bus routes.
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  Speaker 2: So knowing that we can cut abductions in this country
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  Speaker 2: dramatically simply by focusing on the school routes, and we
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  Speaker 2: can do that in high tech ways with CCTV cameras,
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  Speaker 2: surveillance things like that. We can do that in low
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  Speaker 2: tech ways. We can do that in low tech ways,
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  Speaker 2: like having neighbors along the bus routes take turns watching
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  Speaker 2: the kids go to and fro to and from the
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  Speaker 2: buses on a regular basis, or even better than that
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  Speaker 2: is having parents take the kids to the bus and
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  Speaker 2: wait for the bus, and the same thing. If they're
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  Speaker 2: going to be taking if they're going to be going
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  Speaker 2: to school and taking the same route every day, they
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  Speaker 2: should be doing that with at least one other person.
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  Speaker 2: And they should know areas to avoid, and as we
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  Speaker 2: had talked earlier, they should know the safe houses along
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  Speaker 2: the route. And parents should go on the Megan's Law
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  Speaker 2: website and find out any registered sex offenders that might
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  Speaker 2: live along those routes and relay that information to their children.
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  Speaker 2: And if we were just to take those kinds of steps,
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  Speaker 2: working within our communities themselves, we could cut abductions in
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  Speaker 2: the United States of America by a third.
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  Speaker 1: You know, it's amazing to me that you will have
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  Speaker 1: a surveillance camera and gas stations out where the gas
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  Speaker 1: pumps are. You'll have them over the registers at seven
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  Speaker 1: to eleven they'll have them in all sorts of places,
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  Speaker 1: but not at the school bus stop where the children are.
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  Speaker 1: Another thing you said about neighborhood and maybe think of
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  Speaker 1: neighborhood watch. Everybody is all about neighborhood Watch. Why isn't
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  Speaker 1: there a neighborhood bus stop watch? Sure where people take
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  Speaker 1: care of the but of the bus stops for children.
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  Speaker 1: It's just twice a day. And you know, Mark, we
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  Speaker 1: walked to the bus stop, or we walked to and
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  Speaker 1: from school. It's about a mile and a half to
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  Speaker 1: our school. We would walk home, didn't think twice about it.
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  Speaker 1: It's not that way anymore.
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  Speaker 2: But it happens time and time and time again. And
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  Speaker 2: we've talked about those cases over the years so many times.
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  Speaker 1: Let's start with jac Duger. You brought that one up.
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  Speaker 1: What happened Marlena? Well, she was eleven years old.
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  Speaker 3: She was going to the bus stop and a man
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  Speaker 3: pulls up in a car and he rolls down the
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  Speaker 3: window and she looks in and before anything even happens,
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  Speaker 3: he hits her with a stun gun and drags her
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  Speaker 3: into the car. And his wife was holding this poor
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  Speaker 3: child down as she came in and out of consciousness
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  Speaker 3: and she hadn't been seen after that for eighteen years.
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  Speaker 3: Nance eighteen years j C.
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  Speaker 1: Duger was missing. And another heartbreaking fact around that is
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  Speaker 1: the stepfather, Jace's stepfather saw her getting abducted and tried
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  Speaker 1: to catch the car and couldn't. And I'm sure that
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  Speaker 1: cops first honed in on him because he claimed to
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  Speaker 1: have seen her last. He had nothing to do with it.
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  Speaker 1: In fact, he tried to catch the purpse. How was
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  Speaker 1: she ultimately found?
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  Speaker 3: Marlina Well, you know, she was Well, what happened was
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  Speaker 3: she had two children during her captivity and.
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  Speaker 1: Her in other words, she was righted and she had
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  Speaker 1: children by her kidnapper.
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  Speaker 3: By the name of Philip Garrido, and he had brought
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  Speaker 3: these two kids with him to a public place.
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  Speaker 1: They seemed off.
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  Speaker 3: And so you know, he was asked to come in
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  Speaker 3: for questioning and with jac And at this point Jace
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  Speaker 3: finally saw this opportunity to tell the authorities her real name.
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  Speaker 1: And that's how she was found.
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  Speaker 2: It was it was the University of California police. Yeah,
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  Speaker 2: the university you see, Berkeley. Do you recall, well, I
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  Speaker 2: recall exactly as Marlene said that something seemed off about
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  Speaker 2: him and the two kids, and they did ask him
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  Speaker 2: to come in, and Jase accompanied them, And it was
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  Speaker 2: at that point that they were able to try this
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  Speaker 2: whole thing apart and find out that Jc in fact
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  Speaker 2: was this guy's victim eighteen years previously.
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  Speaker 1: At the bus stop. Now she was on foot. She
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  Speaker 1: was walking toward the bus stop. The stepfather had carried
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  Speaker 1: her to a certain point. How did that work?
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  Speaker 3: Well, she was just walking up a hill and I
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  Speaker 3: think he saw her in the distance. But then when
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  Speaker 3: the car pulled up before she got to the bus stop,
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  Speaker 3: he saw the whole thing transpire and he went after
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  Speaker 3: but could not catch up on foot. Same thing happen
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  Speaker 3: with Ben only if you might recall the Missouri thirteen
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  Speaker 3: year old going to the bus stop his father also,
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  Speaker 3: maybe the stepfather also saw the abduction happening and takes
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  Speaker 3: off on a bike to try to catch up with
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  Speaker 3: the assailant and of course couldn't catch up with a
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  Speaker 3: back or a bus stop.
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  Speaker 1: Right and then in a similar rural area. And what's
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  Speaker 1: so fascinating about that abduction is the same man abducted
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  Speaker 1: to boys, right.
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  Speaker 3: And unfortunately, you know, well fortunately, when they found Ben
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  Speaker 3: Obe four days after his abduction, they come across Sean Hornbeck,
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  Speaker 3: who had been abducted four years earlier in a rural setting,
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  Speaker 3: is near.
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  Speaker 1: A bus stop, absolutely same thing. What is it about
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  Speaker 1: the bus stops.
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  Speaker 2: Well, school bus routes and school bus stops established very
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  Speaker 2: specific patterns, so you know almost exactly when the kids
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  Speaker 2: are going to show up every day, where they're coming from.
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  Speaker 2: You're able to isolate the kids that are by themselves,
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  Speaker 2: You're able to put your plan together over a long
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  Speaker 2: period of time, and if you have ill intention, you're
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  Speaker 2: in a position to be able to pull off that
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  Speaker 2: kind of a crime without anybody seeing you, simply because
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  Speaker 2: of the time of preparation, the patterns that have been established,
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  Speaker 2: et cetera.
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  Speaker 1: And you don't really expect kidnappings or violent crime to
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  Speaker 1: go down first thing in the morning when children are walking.
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  Speaker 1: But we're really serving them up on a silver platter
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  Speaker 1: to predators with school routes, which is someone walking to
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  Speaker 1: school or walking to the bus stop.
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  Speaker 2: Which is why people have to know about the statistic,
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  Speaker 2: which is exactly why they have to know so that
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  Speaker 2: they can put a plan together and prepare within their
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  Speaker 2: own community.
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  Speaker 1: Speaking of schools, there is the case of Kirene Horman
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  Speaker 1: a little boy in the Pacific Northwest that gets taken
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  Speaker 1: to school, so we're told by his stepmother there's a
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  Speaker 1: science fear that day, so he's not going into his
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  Speaker 1: regular class. Then mysteriously disappears. Years have passed, Karen Steel
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  Speaker 1: has not been found. If what we are told is true,
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  Speaker 1: he went missing from the school, Marlina.
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  Speaker 3: Exactly like you said. He was at a science fair
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  Speaker 3: in the morning, and his stepmom said the last time
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  Speaker 3: she saw him he was walking on the hallway around
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  Speaker 3: eight thirty in the morning and that was it.
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  Speaker 1: His first class.
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  Speaker 3: He never made it, and the school actually marked him
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  Speaker 3: as absent.
• 11:16
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• 11:28
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• 11:32
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• 11:38
  Speaker 1: the overall increase in identity theft related tax fraud in
• 11:42
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• 11:47
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• 11:50
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• 12:37
  Speaker 1: I've seen so many cases where children are abducted en
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  Speaker 1: route to school or right after school, but specifically en
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  Speaker 1: route they're absent. The parents don't know. That leads me
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  Speaker 1: to Tad Cummings. Tad Cummings is actually a high school
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  Speaker 1: teacher who is married, has had scholnildren. They're grown, and
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  Speaker 1: he develops an inappropriate relationship with a little girl he's teaching.
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  Speaker 1: They have one of those teacher conference days. The girl's
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  Speaker 1: parents didn't know that. They thought she was at school. Instead,
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  Speaker 1: Tad Cummings abducted her. He is in Tennessee. He's ultimately
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  Speaker 1: found all the way across the country and the Pacific
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  Speaker 1: Northwest at some commune style living arrangement. Even the people
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  Speaker 1: in the commune knew something was horribly wrong. A tipster
• 13:36
  Speaker 1: saved her a life.
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  Speaker 3: In the case of Tad Cummins, I mean, this was
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  Speaker 3: sort of this long predatory behavior on his part because
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  Speaker 3: he was he met her, and it wasn't like he
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  Speaker 3: just one day abducted her. He started to, as they say,
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  Speaker 3: groom her, and he, you know, he started to develop
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  Speaker 3: a relationship with her on a very slow basis, and
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  Speaker 3: he kind of just lured her in and they sort
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  Speaker 3: of started the secret relationship and then one day they
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  Speaker 3: just take off together. And there was a part of
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  Speaker 3: her that you know, may have not even understood what
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  Speaker 3: was going on, Like she was sort of going along
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  Speaker 3: with it, knowing maybe deep down that it, you know,
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  Speaker 3: wasn't a good thing.
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  Speaker 1: But a lot of kids hold a child responsible not
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  Speaker 1: at all. So even though she may have had the idea, wow,
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  Speaker 1: this is this is not normal that I'm with a teacher,
• 14:31
  Speaker 1: still she's a child in this scenario, also, the school
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  Speaker 1: had been made aware. The school has in several instances
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  Speaker 1: right right.
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  Speaker 3: They had been made aware of like kissing, and other
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  Speaker 3: students had witnessed this man kissing this fifteen year old girl.
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  Speaker 3: And there was one student who even said, i want
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  Speaker 3: to be taken out of this class. I'm really uncomfortable
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  Speaker 3: with the relationship between these two. So it had been
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  Speaker 3: brought up on multiple occasions.
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  Speaker 1: The school did nothing.
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  Speaker 3: The school didn't do enough, and the father didn't Her
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  Speaker 3: father didn't know in a good amount of time. The
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  Speaker 3: other thing is, even after they had been separated and
• 15:03
  Speaker 3: he was suspended from school, she was still talking to
• 15:07
  Speaker 3: him via text message and that sort of went overlooked
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  Speaker 3: as well. So there are a lot of holes in
• 15:13
  Speaker 3: this case. And it's definitely never the child's fault because
• 15:16
  Speaker 3: they're being overpowered by an adult. But you have to
• 15:19
  Speaker 3: be involved from a parental perspective and from the school perspective.
• 15:23
  Speaker 3: It has to be a two prong effort. You have
• 15:24
  Speaker 3: to be involved.
• 15:26
  Speaker 2: One of the things that occurred there, and it's something
• 15:28
  Speaker 2: that the school was obviously aware of, is there was
• 15:31
  Speaker 2: a one on one relationship between a teacher and a student,
• 15:34
  Speaker 2: which just can't be allowed. Teachers can't start spending more
• 15:38
  Speaker 2: and more time with one student to the exclusion of
• 15:41
  Speaker 2: other students. They're there to teach the class, they're not
• 15:44
  Speaker 2: there to focus on the individual. And the school knew that.
• 15:48
  Speaker 2: The school ignored that, and it could have been a tragedy.
• 15:53
  Speaker 2: It was a horrible incident, but it could have been worse.
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  Speaker 1: My point is, nobody called the parents smart class. Nobody
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  Speaker 1: called the parents Adam and said, your child is missing today.
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  Speaker 1: This is an unexcused absence, calls back. It seems to
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  Speaker 1: me that should be sop Mark.
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  Speaker 2: Well, it should Nancy, because we do hear about these
• 16:14
  Speaker 2: stories time and time again. So there needs to be
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  Speaker 2: policies within schools that if children do not come to school,
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  Speaker 2: that somebody within the family, one of the parents, is
• 16:24
  Speaker 2: notified immediately, just to make sure that child didn't disappear
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  Speaker 2: en route to school, make sure that there is a
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  Speaker 2: reason for that absence.
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  Speaker 1: Not only that, not letting parents know the child didn't
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  Speaker 1: come to class. For instanceing the Kiren Horman case, according
• 16:40
  Speaker 1: to the witnesses, the stepmother and the father go to
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  Speaker 1: the bus stop to get him at the end of
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  Speaker 1: the day and he doesn't get off, and that's the
• 16:48
  Speaker 1: first inkling that something's wrong. So the perpetrator had from
• 16:53
  Speaker 1: eight in the morning eight thirty until three thirty, sixty
• 16:58
  Speaker 1: miles an hour to get away with that child. Okay,
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  Speaker 1: so you've got the issue of demanding. If your child
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  Speaker 1: is not in class and you have not called into
• 17:08
  Speaker 1: the school or emailed, you need to be notified your
• 17:12
  Speaker 1: child didn't make it to class, i e. The Tag
• 17:14
  Speaker 1: Cummings case or the Kiren Horman case. Also, who's picking
• 17:19
  Speaker 1: up your children? Either they're getting on a bus. How
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  Speaker 1: many times have you heard about a child getting on
• 17:26
  Speaker 1: the wrong bus or disappearing from the bus line. It
• 17:30
  Speaker 1: is home to me. One night, right before I went
• 17:32
  Speaker 1: on air at hl N and my makeup artist gets
• 17:36
  Speaker 1: a phone call. They can't find her son. They can't
• 17:40
  Speaker 1: find them Arlington. She breaks down intoears. We get her
• 17:43
  Speaker 1: out to get home. It turned out fine. But he
• 17:48
  Speaker 1: had gotten on the bus, a different bus with a
• 17:50
  Speaker 1: girl cousin, to go to a church event across town.
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  Speaker 1: But nobody knew. Why did it take until eight o'clock
• 17:58
  Speaker 1: at night? This happened at two thirty before anybody figured
• 18:01
  Speaker 1: out he wasn't on the bus. He went a different direction.
• 18:05
  Speaker 1: So what can we do?
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  Speaker 2: Mark, Well, I think again, I keep coming back to
• 18:10
  Speaker 2: this number one, give our kids a cell phone so
• 18:12
  Speaker 2: that we can call them and find.
• 18:13
  Speaker 4: Out where they are.
• 18:14
  Speaker 2: I think that certainly that's one thing that we can do.
• 18:16
  Speaker 2: We need to start at the very local level. If
• 18:20
  Speaker 2: they don't have a policy to notify you when your
• 18:22
  Speaker 2: child has not come to school, we need to start
• 18:25
  Speaker 2: with the principal and find out if there is a policy,
• 18:28
  Speaker 2: find out why the policy wasn't implemented. If you get
• 18:31
  Speaker 2: nowhere there, you take it up to the school board.
• 18:33
  Speaker 2: You talk to the superintendent of schools. You make sure
• 18:36
  Speaker 2: that your school and you are in sync regarding the
• 18:38
  Speaker 2: disappearance of children or regarding unexplained absences getting.
• 18:43
  Speaker 1: In the car with somebody different at pickup sure, or
• 18:46
  Speaker 1: getting on a different bus.
• 18:47
  Speaker 2: Sure, which means that you need school monitors. You need
• 18:50
  Speaker 2: teachers monitoring the kids getting on and off the buses.
• 18:53
  Speaker 2: That children are only able to get into the cars
• 18:55
  Speaker 2: of authorized individuals, and if somebody that is unauthorized is
• 18:59
  Speaker 2: coming to get that child, either they're stopped in their tracks.
• 19:02
  Speaker 1: I think it's on the parent. The teachers are already
• 19:05
  Speaker 1: overloaded with classes that are huge. The parent has to
• 19:09
  Speaker 1: be the one to go to the school and say
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  Speaker 1: I don't want my child getting on any other bus.
• 19:14
  Speaker 1: I don't want my child leaving with anybody else but me.
• 19:16
  Speaker 1: And if my child's on in class, I want to
• 19:19
  Speaker 1: be called I mean, take ownership your child's safety. I mean, Adam,
• 19:24
  Speaker 1: help me out here. This is your specialty. Yeah.
• 19:27
  Speaker 4: If we look at buses, you know, why don't we
• 19:29
  Speaker 4: check the kids into the bus. The bus driver knows
• 19:31
  Speaker 4: they have a list, right, these are the kids who
• 19:33
  Speaker 4: are supposed to be on my bus. If I'm an
• 19:35
  Speaker 4: extra student that walks on, you're probably on the wrong bus.
• 19:38
  Speaker 4: If I'm missing a student, where is that student? We
• 19:40
  Speaker 4: can start pretty quickly, just like enroll and the absence.
• 19:44
  Speaker 4: If you're on the bus or you're not on the bus,
• 19:46
  Speaker 4: or if we have an extra body on the bus,
• 19:47
  Speaker 4: who is this child and where are you.
• 19:49
  Speaker 1: Supposed to be?
• 19:50
  Speaker 4: And you look at the pickup you know a lot
• 19:53
  Speaker 4: of schools even try to push pickup off and away
• 19:55
  Speaker 4: from school so we don't have the congestion of traffic.
• 19:58
  Speaker 4: Some schools have gone to a permits that the parents
• 20:01
  Speaker 4: will put in their windshield dur in the corner to
• 20:03
  Speaker 4: show that yes, you know this is a parent, you're
• 20:05
  Speaker 4: supposed to be pulling up into the school. But some
• 20:07
  Speaker 4: schools are open in the front. It's chaos. You know,
• 20:10
  Speaker 4: student will walk down the street to a donut shop
• 20:12
  Speaker 4: or you know, a convenience store to get picked up
• 20:14
  Speaker 4: by their parent, so there's not the amount of traffic.
• 20:16
  Speaker 4: So the older you get sometimes and even in elementary
• 20:19
  Speaker 4: we'll see students walk a block or two a way
• 20:21
  Speaker 4: to get picked up in a less congested area. And
• 20:23
  Speaker 4: it goes back to the serrant.
• 20:25
  Speaker 1: Parents can be the white line, correct, Adam. I want
• 20:29
  Speaker 1: to talk about violence in the school, keeping your child
• 20:33
  Speaker 1: safe in school. For instance, violence in bathrooms.
• 20:38
  Speaker 4: Bathrooms are I mean even in the public sitting. The
• 20:41
  Speaker 4: list of school sitting a secluded area that not a
• 20:44
  Speaker 4: lot of people can see. And so when people go
• 20:46
  Speaker 4: into bathrooms even at schools, fights happened there. We saw
• 20:49
  Speaker 4: recently back in the state of Ohio, and you know,
• 20:52
  Speaker 4: the seventh grader commits suicide in a bathroom and he
• 20:55
  Speaker 4: was armed and ready to for bear for potentially a
• 20:57
  Speaker 4: school shooting, and he was weighing out do I commit
• 20:59
  Speaker 4: suicide because of bullying and in the way I feel,
• 21:02
  Speaker 4: or do I commit a school shooting. Things in bathrooms
• 21:04
  Speaker 4: are secluded, and it was another student who walked in
• 21:06
  Speaker 4: who octumately spooked him that caused him to take his
• 21:10
  Speaker 4: own life and so potentially another school shooting. And so
• 21:13
  Speaker 4: we look at the issues of these seclusion on bathrooms.
• 21:15
  Speaker 4: Do we limit to one person at a time, So
• 21:18
  Speaker 4: we look at how we don't put cameras in bathrooms,
• 21:20
  Speaker 4: you know, forgodness sakes. So the violence that succring in
• 21:23
  Speaker 4: bathrooms is a hard topic in between the privacy right
• 21:27
  Speaker 4: versus the unst of students you have to try to
• 21:29
  Speaker 4: get to a restaurant.
• 21:29
  Speaker 1: The only thing I've been able to come up with
• 21:31
  Speaker 1: is bathroom monitors. Right now, we already don't have enough
• 21:34
  Speaker 1: money or they're not doling out the money that we
• 21:37
  Speaker 1: have to public schools for even teachers and substitute teachers
• 21:42
  Speaker 1: much less a bathroom monitor. But right now, in public schools,
• 21:47
  Speaker 1: private schools all across the country, bathrooms are the area
• 21:50
  Speaker 1: where sex attacks are happening, baitings, even deaths in bathrooms
• 21:56
  Speaker 1: at schools. Another issue regard that is school bullying girls
• 22:03
  Speaker 1: and boys. We started the issue, and believe it or not,
• 22:09
  Speaker 1: pre first that would be kindergarten. When we first encountered
• 22:14
  Speaker 1: bullies bullies that young.
• 22:17
  Speaker 4: Yeah, and we looked earlier at several bullying, which is
• 22:20
  Speaker 4: one way. But you know that the classic, so to speak,
• 22:22
  Speaker 4: old fashion is in person. It's because you look different
• 22:26
  Speaker 4: or you sound different, you have different colored hair, you
• 22:29
  Speaker 4: are different than quote unquote everybody else, or you're shy.
• 22:32
  Speaker 4: You're an easy target for the people to exude control
• 22:35
  Speaker 4: over or feel good about themselves. They have a group
• 22:37
  Speaker 4: mentality about it. You know, this is the classic example
• 22:40
  Speaker 4: that you know, parents, something will stick up for yourself. Well,
• 22:43
  Speaker 4: if you have four or five or six kids, you know,
• 22:45
  Speaker 4: and you're the only person that's, you know, so to speak,
• 22:48
  Speaker 4: the odd person out in that group. That's hard. You're
• 22:50
  Speaker 4: eating lunch by yourself, and you have a hard time
• 22:52
  Speaker 4: getting friends. Maybe you tell teachers or you tell your parents,
• 22:55
  Speaker 4: and you know, as we've seen in some of these studies,
• 22:57
  Speaker 4: it leads to suicide. It leads to you know, your
• 23:01
  Speaker 4: your self esteem is lowered, you don't believe in yourself grades.
• 23:04
  Speaker 4: It's it's really a tumbling effect.
• 23:06
  Speaker 1: I want to talk about Tye Smallly. I know that
• 23:11
  Speaker 1: name rings a bell with all of you. Are you
• 23:13
  Speaker 1: familiar with Ty's case?
• 23:15
  Speaker 3: Yeah, and you know, Ty was a eleven year old
• 23:17
  Speaker 3: boy and who was being consistently bullied, and he did retaliate,
• 23:21
  Speaker 3: and and you know, in some cases it stops the bullying,
• 23:24
  Speaker 3: but in his case it didn't, and he was the
• 23:25
  Speaker 3: one who got in trouble. Ultimately, he got suspended for
• 23:28
  Speaker 3: retaliating against his bully.
• 23:30
  Speaker 1: And what did he do.
• 23:31
  Speaker 3: He felt despondent, and he went home and he committed suicide.
• 23:34
  Speaker 3: So it's a really tough it's a tough thing, you know,
• 23:37
  Speaker 3: because you want to tell your child to defend themselves.
• 23:40
  Speaker 3: Then they do, and then they're they're sort of the
• 23:42
  Speaker 3: villain in the whole thing. Yeah, and he we tell schools,
• 23:45
  Speaker 3: you know, if you have a student, and let's take
• 23:47
  Speaker 3: high for example, probably not in trouble, probably not in
• 23:49
  Speaker 3: the Prince's office, probably a pretty okay student, and all
• 23:52
  Speaker 3: of a sudden they're getting into a fight or there's
• 23:54
  Speaker 3: some sort of altercation, the school needs to look a
• 23:57
  Speaker 3: little bit deeper because this might be the time when
• 23:58
  Speaker 3: this you know, that students had enough. He's finally decided
• 24:01
  Speaker 3: to push back, He decid to overcome his aggressor overcome
• 24:04
  Speaker 3: this bullying issue. And now, like Ty Okay, I did it,
• 24:09
  Speaker 3: and then I get in trouble.
• 24:09
  Speaker 4: Too, So it's like a lose lose situation.
• 24:11
  Speaker 1: I did what you told me to do. I stuck
• 24:13
  Speaker 1: up for myself, and then I got called to the
• 24:15
  Speaker 1: principal's office and suspended.
• 24:18
  Speaker 4: Yeah.
• 24:19
  Speaker 1: And he was already so fragile after all the bullying,
• 24:24
  Speaker 1: wasn't he a little guy, shortened stature and very slight
• 24:27
  Speaker 1: and they made fun of him, called him shrimpy.
• 24:29
  Speaker 4: Yeah, little tim I think were.
• 24:31
  Speaker 1: Some of the Yeah, and it got a lot meaner
• 24:34
  Speaker 1: than that with the school bullies. He tried to talk
• 24:37
  Speaker 1: to his parents. The parents had tried to intervene. He
• 24:40
  Speaker 1: finally fought back, He was punished, was so despondent over
• 24:45
  Speaker 1: it he ended up committing suicide.
• 24:47
  Speaker 4: Yeah, And I believe his mom also worked for that
• 24:49
  Speaker 4: school and was reprimanded by the school for her continually
• 24:54
  Speaker 4: saying he's being bullied, we need to do something, we
• 24:56
  Speaker 4: need to do something. And you look into his file
• 24:59
  Speaker 4: and his file has no documentation he was bullied. There
• 25:02
  Speaker 4: is no documentation behind any of the allegations. And so
• 25:05
  Speaker 4: it comes to where is there a breakdown of the
• 25:07
  Speaker 4: school responsibility to take notice of what's going on to
• 25:11
  Speaker 4: provide that safe learning environment for students, to provide an
• 25:15
  Speaker 4: area which if you are being bullied, it's not tolerated.
• 25:18
  Speaker 4: It's not tolerated in the workplace, harassment is't tolerated, nor
• 25:21
  Speaker 4: should bullying be in school.
• 25:23
  Speaker 1: Mark What do you think?
• 25:24
  Speaker 2: Well, I think that Adams sit on several good points.
• 25:27
  Speaker 2: One of the things that parents have to do is
• 25:29
  Speaker 2: if they see signs of bullying, if their children become despondent,
• 25:32
  Speaker 2: if their grades drop, if they become antisocial, parents need
• 25:38
  Speaker 2: to talk to their kids and then determine whether or
• 25:40
  Speaker 2: not bullying is going on, and if in fact it is,
• 25:42
  Speaker 2: they need to document that information. They need to document
• 25:45
  Speaker 2: absolutely everything they can and then get a meeting with
• 25:48
  Speaker 2: the school principle and without blowing up at the principle,
• 25:51
  Speaker 2: doing it in even tones and in a conversational way,
• 25:55
  Speaker 2: talk about what's going on with their child and make
• 25:57
  Speaker 2: sure that something gets into that child's record about the
• 26:00
  Speaker 2: bullying so that it's not an incident where the parents
• 26:03
  Speaker 2: think he's being bullied, the child knows he's being bullied,
• 26:06
  Speaker 2: but everybody else's is ignored.
• 26:09
  Speaker 1: Another thing is there is strength and numbers in a
• 26:13
  Speaker 1: recent incident I investigated there had been a bully, a
• 26:18
  Speaker 1: kid that was much bigger than everybody else had been
• 26:21
  Speaker 1: held back, I guess, and the bullying had gone on
• 26:24
  Speaker 1: with multiple victims over years, but all the parents didn't
• 26:30
  Speaker 1: know about each other. When it finally came to a head,
• 26:34
  Speaker 1: there were nearly thirty parents whose children I mean thirty
• 26:40
  Speaker 1: sets of parents. There's sixty parents whose children had been
• 26:44
  Speaker 1: bullied violently by the same kid. And it's not always
• 26:49
  Speaker 1: the kid you think it will be. This kid, parents wealthy,
• 26:54
  Speaker 1: the dad, a doctor. Nobody wanted to say a word
• 26:58
  Speaker 1: until it finally blew up with a nearly fatal incident.
• 27:03
  Speaker 1: So I think the strength in numbers if other children
• 27:07
  Speaker 1: are being bullied by the same person. But by all
• 27:10
  Speaker 1: accounts document it, it just seems you have to do
• 27:14
  Speaker 1: a backbend to make school officials admit there's a problem.
• 27:19
  Speaker 1: Why is that? Are they afraid they're going to be sued?
• 27:22
  Speaker 2: I don't know why that is. I think that they
• 27:25
  Speaker 2: probably feel that they've got too much responsibility already as teachers,
• 27:29
  Speaker 2: as principals and as administrators. That just the whole idea,
• 27:32
  Speaker 2: and we've talked about this a lot that first of all,
• 27:35
  Speaker 2: we can't put the burden of the issue on the
• 27:37
  Speaker 2: shoulders of the children. It's up to us on all
• 27:40
  Speaker 2: of these instances, whether it's at school, whether it's at home,
• 27:42
  Speaker 2: whether it's on the playground. We have to take responsibility
• 27:45
  Speaker 2: as adults to protect the children. And I think that
• 27:48
  Speaker 2: perhaps sometimes those school administrators those principles feel they've already
• 27:53
  Speaker 2: got too much responsibility. They're already two tax with the
• 27:56
  Speaker 2: resources they have, and they just can't take on that
• 28:00
  Speaker 2: what they could would consider the extra burden of bully
• 28:04
  Speaker 2: monitoring as well.
• 28:05
  Speaker 4: And now at that conversation working in school, as you
• 28:08
  Speaker 4: see the other side when you confront let's say the
• 28:10
  Speaker 4: bully's parents, and now you have a bullying issue sometimes
• 28:13
  Speaker 4: from the parents, my son's not doing that, no, no way,
• 28:16
  Speaker 4: who's alleging this? What's going on? And now you have
• 28:18
  Speaker 4: a conflict between literally the parents with the school in
• 28:21
  Speaker 4: the middle, and they're playing referee to try to determine
• 28:24
  Speaker 4: was there bullying, was there not? What's going on? Is
• 28:26
  Speaker 4: it happening?
• 28:27
  Speaker 1: Is it not?
• 28:27
  Speaker 4: And now it again it burdens them and trying to
• 28:30
  Speaker 4: investigate who is right here? What is it bullying or
• 28:33
  Speaker 4: is it not bullying? And in dealing with the opposite
• 28:36
  Speaker 4: set of parents sometimes is a deterrent for a deeper
• 28:40
  Speaker 4: dive into what's really going on.
• 28:42
  Speaker 1: You know, you can't address school safety without addressing school shootings.
• 28:50
  Speaker 1: That is one of your expertise, Adam. The most recent
• 28:54
  Speaker 1: one is the Parkland shooting. What went wrong?
• 28:58
  Speaker 4: You know, you look at and we've been saying that
• 29:00
  Speaker 4: it's September eleventh, right, see something, say something, and we've
• 29:05
  Speaker 4: and this is a case where a lot of people
• 29:07
  Speaker 4: said something. You had multiple investigations of this year. You
• 29:11
  Speaker 4: had people who identified his behaviors as problematic. Yet he
• 29:15
  Speaker 4: had managed to really serpentine the system and some of
• 29:18
  Speaker 4: the failures they're in to eventually get to the point
• 29:20
  Speaker 4: to where he went operational and took a took weaponry
• 29:25
  Speaker 4: to school and began to shoot people.
• 29:27
  Speaker 1: How did he get back into the school that day?
• 29:31
  Speaker 1: I thought schools were supposed to be locked. What was that?
• 29:34
  Speaker 1: An open campus? You could just come in and out
• 29:36
  Speaker 1: whenever you wanted.
• 29:37
  Speaker 4: So even though you have a closed campus, you have
• 29:39
  Speaker 4: gates that can be open. He went to that school,
• 29:42
  Speaker 4: so he knew, you know where the gates were. If
• 29:44
  Speaker 4: the gates are closed, Let's say till one o'clock, and
• 29:46
  Speaker 4: let's say it is an early release class. He may
• 29:48
  Speaker 4: know the one or two gates that would have been
• 29:50
  Speaker 4: opened for students to come out. He would also know
• 29:52
  Speaker 4: if students maybe propped one of the gates open so
• 29:55
  Speaker 4: that way they knew how to leave. So he had
• 29:57
  Speaker 4: very intimate knowledge of that school and how to get in.
• 30:00
  Speaker 4: And because he was there, you know, I would speculate
• 30:03
  Speaker 4: that probably a lot of people saw him and didn't
• 30:06
  Speaker 4: think twice because he had seen him around as a
• 30:08
  Speaker 4: student and didn't think or didn't know he wasn't supposed.
• 30:11
  Speaker 1: To be there, right, So what can we do as
• 30:14
  Speaker 1: parents to protect our children? What do we need to
• 30:17
  Speaker 1: look for in a school?
• 30:19
  Speaker 4: We need to look Number one, that they have a plan.
• 30:22
  Speaker 4: And we're not talking just a generic safety plan. We're
• 30:24
  Speaker 4: talking about a plan for multiple instances, whether it's a
• 30:27
  Speaker 4: natural disaster, whether it's a fire, and whether it's violence
• 30:30
  Speaker 4: on campus mass violence on campus. What is their plan?
• 30:33
  Speaker 4: What are they talking to our students about. Is it
• 30:36
  Speaker 4: simply just walking down into a classroom or are we
• 30:39
  Speaker 4: empowering them to make decisions to maybe get out and
• 30:41
  Speaker 4: be able to run away or to escape a dangerous
• 30:44
  Speaker 4: situation to be able to overcome an attacker if they
• 30:47
  Speaker 4: come in that he or she comes into this classroom
• 30:49
  Speaker 4: with whatever weapon, hang, gun, firearm, a knife, a stick.
• 30:55
  Speaker 4: What's the empowerment and what is the conversation about keeping
• 30:58
  Speaker 4: them out so and seeing in the cameras and all
• 31:01
  Speaker 4: the things that we look at, but also the messaging
• 31:03
  Speaker 4: to parents. What is a system to let parents know
• 31:06
  Speaker 4: here's what's going on, here's where to meet, to pick
• 31:09
  Speaker 4: up your child, here's the lines of communication. These types
• 31:13
  Speaker 4: of things are really centrific in how you build out
• 31:17
  Speaker 4: and away from them.
• 31:18
  Speaker 1: Why is there such a knajor reaction against metal detectors
• 31:23
  Speaker 1: at school?
• 31:24
  Speaker 4: So moor detectors are a very interesting piece of technology,
• 31:29
  Speaker 4: we'll call it. You think about an airport, and airports
• 31:32
  Speaker 4: are secured. You have one point of entry, one point
• 31:34
  Speaker 4: of exit, and that's really the only way you can
• 31:37
  Speaker 4: get in is to a molt detector. Whereas a school,
• 31:39
  Speaker 4: let's say we set a mode detector. What prevents somebody's
• 31:42
  Speaker 4: friend from throwing a backpack over a fence that I'll
• 31:45
  Speaker 4: go and pick up later on, or sliding something through
• 31:48
  Speaker 4: a window. It becomes very hard to secure a campus
• 31:51
  Speaker 4: that is also outdoors that's not contained within a building.
• 31:55
  Speaker 4: And then the other side of it is the perception,
• 31:57
  Speaker 4: the perception of going through almidor detector, having your bag searched.
• 32:00
  Speaker 4: I think today we're because of amusement barks and because
• 32:03
  Speaker 4: of the airports. I think we're a little bit more
• 32:05
  Speaker 4: used to that. But you know, the mult detectors in
• 32:08
  Speaker 4: schools aren't always really efficient or effective. If you have
• 32:11
  Speaker 4: a porous school to where they can get weapons of
• 32:14
  Speaker 4: some other type in elsewhere.
• 32:16
  Speaker 1: You know, I agree with what you're saying, but I
• 32:18
  Speaker 1: feel as if it could stop, if it could stop
• 32:21
  Speaker 1: one incident, it's worth it because what we have suffered starting,
• 32:26
  Speaker 1: you know, even before Columbine really and a string of
• 32:31
  Speaker 1: city names, Marlene, when you hear Paducah, or you hear
• 32:35
  Speaker 1: Columbine or Park, when you Sandy, you associate immediately with
• 32:40
  Speaker 1: a horrific incident in a school. Absolutely, I think it's
• 32:44
  Speaker 1: just stop even one of those. I think it would
• 32:47
  Speaker 1: be worth it. When our children aren't school, it's completely
• 32:52
  Speaker 1: out of our control what happens to them, or is it?
• 32:57
  Speaker 1: You must know when your child is not at school
• 33:01
  Speaker 1: or does not report to school, have them email you, text,
• 33:06
  Speaker 1: you phone you always when your child isn't there, you
• 33:10
  Speaker 1: should have already told them they're not coming to school
• 33:13
  Speaker 1: that day. Always give the school a list of who
• 33:17
  Speaker 1: can pick up your child and a description of their car.
• 33:23
  Speaker 1: If that changes, write or email or text the teacher.
• 33:28
  Speaker 1: And principle, all visitors must be required to sign in
• 33:33
  Speaker 1: and show ID to see your child when at the school,
• 33:38
  Speaker 1: Look to see if people are wandering the halls. Find
• 33:42
  Speaker 1: out are there background checks on all the employees, including
• 33:47
  Speaker 1: the bus drivers. Make sure you know when there are
• 33:51
  Speaker 1: school holidays or parent teacher conference days when your child
• 33:57
  Speaker 1: should not be at school. Go by the school to see,
• 34:03
  Speaker 1: lay eyes on or visit your child when you feel
• 34:06
  Speaker 1: like it. If they say no, that's a problem. If
• 34:11
  Speaker 1: you need an excuse, take a baby aspirin and give
• 34:15
  Speaker 1: them their medicine, bring their water bottle. Take time to
• 34:20
  Speaker 1: drive by when they're at recess and put your eyes
• 34:24
  Speaker 1: on them. Let's talk about school buses and school bus
• 34:30
  Speaker 1: stop safety tips. You must ensure, if possible, an adult
• 34:37
  Speaker 1: waits with your children at the school bus stop. You
• 34:40
  Speaker 1: know there are plenty of neighborhood watches. What about organizing
• 34:45
  Speaker 1: a neighborhood bus watch? Know the path your child takes
• 34:49
  Speaker 1: to and from the school bus stop. Talk to your
• 34:54
  Speaker 1: school about checking students into the bus. Identify safe houses
• 35:00
  Speaker 1: if they exist along the route your child takes, so
• 35:04
  Speaker 1: they can run to that house if they need help.
• 35:08
  Speaker 1: Children are more likely to trust adults who know their names.
• 35:13
  Speaker 1: Don't put their names on their clothing or their backpacks
• 35:17
  Speaker 1: where a predator can use that information. If your child
• 35:23
  Speaker 1: is approached on the way to or from the bus
• 35:25
  Speaker 1: stop or at the bus stop, they need to tell
• 35:28
  Speaker 1: their parents, the bus driver, and school officials. You must
• 35:34
  Speaker 1: report suspicious vehicles near a bus stop. You must report
• 35:39
  Speaker 1: suspicious people near bus stops. Your child must never approach
• 35:45
  Speaker 1: a vehicle that stops near a bus stop. Speak to
• 35:49
  Speaker 1: your school or the school board about surveillance cameras at
• 35:55
  Speaker 1: school bus stops or on the school bus itself. Bullies
• 36:01
  Speaker 1: they will always exist. We can't get rid of them.
• 36:05
  Speaker 1: But how can we combat or present bullying of your child?
• 36:11
  Speaker 1: First and foremost, you must have conversations with your children
• 36:16
  Speaker 1: about bullies, about being bullied, and if there are concerns,
• 36:23
  Speaker 1: take those concerns to the teachers and make sure you
• 36:26
  Speaker 1: get it documented in the child's record. Then bring those
• 36:31
  Speaker 1: concerns to the principal and make it non confrontational. You
• 36:36
  Speaker 1: are asking for the principal's help. Is your child being bullied?
• 36:42
  Speaker 1: Watch for these signs. They refuse to go to school,
• 36:46
  Speaker 1: They're afraid of the bus. They suddenly begin complaining of
• 36:49
  Speaker 1: stomach eggs, headaches, fatigue, they went the bed. They avoid
• 36:56
  Speaker 1: interacting with other children outside of school. We talk about
• 37:00
  Speaker 1: feeling alone or not fitting in at school. They seem depressed,
• 37:06
  Speaker 1: or they express feelings of helplessness or worthlessness, and most important,
• 37:13
  Speaker 1: any communication about suicide. You are the adult. It's your
• 37:23
  Speaker 1: duty to be on the lookout to notice signs within
• 37:29
  Speaker 1: your child, even unspoken. No one wants to think about
• 37:35
  Speaker 1: school shootings. I don't, but I have to and so.
• 37:41
  Speaker 1: Do you make sure your school has a plan for
• 37:45
  Speaker 1: multiple emergencies. Does the school talk to the students about
• 37:51
  Speaker 1: the plan. Does the school empower students to fight back,
• 37:57
  Speaker 1: to hide, to flee? Know the system the school uses
• 38:03
  Speaker 1: to talk to parents like text or email. Does the
• 38:07
  Speaker 1: school practice a drill, just like maybe you had a
• 38:13
  Speaker 1: fire drill or a tornado or a hurricane drill, there
• 38:17
  Speaker 1: has to be a lockdown drill that they practice with
• 38:22
  Speaker 1: your children. It's not scaring them, it's arming them. It's
• 38:28
  Speaker 1: empowering them. Find out if they do the drills and
• 38:33
  Speaker 1: what the drills are. Also be tunned in to inappropriate
• 38:40
  Speaker 1: relationships at school. Listen to your child, Listen to the
• 38:46
  Speaker 1: unspoken hints they give you. Teachers should not be having
• 38:52
  Speaker 1: individual texting with your child or any child. They should
• 38:58
  Speaker 1: not be on their students social media. There are red
• 39:03
  Speaker 1: flags even with other students other children that have inappropriate
• 39:08
  Speaker 1: sexual behavior or knowledge, particularly in younger children. That's inappropriate.
• 39:16
  Speaker 1: Late arrivals to class are excessive absences, changes in personality,
• 39:23
  Speaker 1: increased time with one adult referring to a teacher as
• 39:28
  Speaker 1: a friend, difficulty paying attention, unexplained disciplinary or academic issues, depression, anxiety,
• 39:40
  Speaker 1: self injury like cutting or burning, drug even alcohol abuse.
• 39:48
  Speaker 1: I know we don't want to think about it, but
• 39:51
  Speaker 1: focus on your child's teachers. Look at their behavior. For instance,
• 39:57
  Speaker 1: are they spending more time with your child than other adults,
• 40:02
  Speaker 1: close personal relationships with students. That doesn't make sense, singling
• 40:10
  Speaker 1: students out for special attention or special privileges, time alone
• 40:18
  Speaker 1: with a student, time in private spaces or places with
• 40:25
  Speaker 1: a student, flirtatious behavior with a student, off color or
• 40:32
  Speaker 1: inappropriate remarks in class, being too permissive with students and
• 40:37
  Speaker 1: allowing misbehavior. Be attuned to teachers that engage in peer
• 40:44
  Speaker 1: like behavior with the students, giving gifts to students, over
• 40:50
  Speaker 1: sharing personal information with students, touching, kissing, tickling, hugging, wrestling,
• 41:00
  Speaker 1: or holding students even if they resist. Exchanging personal notes, texts,
• 41:06
  Speaker 1: or emails or other communications with a student, taking a
• 41:13
  Speaker 1: student alone anywhere, even for ice cream or a soda
• 41:20
  Speaker 1: after school, Giving your child rides unsolicited. All of these
• 41:28
  Speaker 1: tips are red flags for you, the parent. You know
• 41:33
  Speaker 1: most teachers are caring and loving and want the best
• 41:37
  Speaker 1: for your child, But it just takes one and you
• 41:43
  Speaker 1: won't get a second chance. The damage will be done.