A Qualitative Phenomenological Study of Columbine Shooting Survivors Building Relationships of Trust and Care With Our Students

Abstract

While statistically rare, school shootings are an increasing concern for many teachers in the United States. There is substantial research about school shootings but very little research incorporates the voices of school shooting survivors. The purpose of this qualitative phenomenological study was to gain a better understanding of the experiences of 11 Columbine High School students who survived the shooting on April 20, 1999, in Littleton, Colorado, who went on to become teachers. As a Columbine survivor myself, I incorporated autoethnography and used a constructivist framework when conducting the interviews. Data collected included interviews, memorabilia from the time of the shooting, and elicitation of items that participants shared. Data was coded for themes using in vivo coding, concept coding, emotion coding, and value coding. The findings revealed that participants experienced trauma from the shooting that continues to affect them both professionally and personally. While participants did not demonstrate a need to create a positive narrative surviving the shooting, they demonstrated a desire to create change in the contexts where they have control. Participants shared how the shooting affected them professionally, personally, physically, and philosophically. Findings demonstrate that participants desire to give their input on school safety, but it is not usually sought out or always welcome, and some believe the only way to end school shootings is to have national gun reform.