Essay Writing Help on School Security: Lesson from an International Incident

School security: Lesson from an international incident

This paper covers the Beslan massacre. The said school incident started on September 1, 2004 in Beslan town, Russia at a school known as school number one. Unlike other incidents witnessed in schools, this was a terrorist attack that took place early in the morning and lasted for 52 hours. The incident was a horrible one given that about 176 schoolchildren lost their lives (Forest, 2007). Although this attack was political in nature, it ended up in the said school because Ingush civilians had used the school as an internment camp back in the early 1990s.  

The attack started on the first day that school-going children in Russia report to school ready to start learning. On the fateful day, parents and relatives had accompanied their children back to school, as it was a tradition. However, this was not going to be another day just like the school used to have on the opening days. Instead, about 32 terrorists from Ingush and Chechen could hold parents, teachers and children hostage in the school’s gymnasium. In total, there were about 1,200 people in school at the time of attack and by the time the attack ended 176 children had lost their lives. Thirty-one terrorists equally lost their lives while more than 155 parents lost their lives (Finley et al. 2011).

Given the magnitude, the school management team did not deal with the incident. Instead, the government through the police and military forces dealt with the incident. On one hand, the terrorists called for withdraw of the Russian forces from the region and release of their colleagues that had been jailed. On the other hand, the government’s spokespersons responded to the demands while the military and police forces attacked the terrorists whenever necessary (Dolnik & Fitzgerald, 2008).

Prior to the attack, it was alleged that some men that had pretended to be repairmen had planted explosives in the school compound. However, this claim was refuted even if there were indications that such an incidence had taken place. This notwithstanding, the school management team did not take precautionary measures to protect the school from possible attacks. In fact, in the midst of several indications that the area was vulnerable to terror attacks, the school management team did not have security personnel in the school compound (Leicester, 2008). At the same time, the school did not make any effort of keeping in touch with the police station that was barely 200 meters away. In simple terms, the school management team did not do something significant that could deter kidnappings that ensued in the areas. Essentially, if there were security measures in the school at the time of attack, this could only be the private guns that parents carried with them during that day. These private guns helped in countering the attackers even though they did not deter the attackers from taking the school hostage (Forest, 2007).

In my own opinion, the magnitude of the incident was huge given that the school management team could not solely deal with it. However, had the police station in the neighborhood responded immediately, then the school management team could have liaised with this police station. My opinion is that the school management could have alerted the police officers in the said police station as soon as the terrorists launched the attack. In addition, the school management team could have taken the necessary security measures because the region and the school were prone to attacks (Bennett, 2010). Nevertheless, this is a great lesson to schools in USA.


Bennett, G. (2010). Cross-training for first responders. Boca Raton: CRC Press.

Dolnik, A., & Fitzgerald, K. (2008). Negotiating hostage crises with the new terrorists. Westport, Conn: Praeger Security International.

Finley, L. et al. (2011). Encyclopedia of school crime and violence. Santa Barbara, Calif: ABC-CLIO.

Forest, J. (2007). Countering terrorism and insurgency in the 21st century: International perspectives. Westport, Conn.: Praeger Security International.

Leicester, M. (2008). Creating an inclusive school. London: Continuum.