PROFILE, TRIGGERS, AND INTERVENTIONS: WHAT TEACHERS CAN LEARN FROM THE SCHOOL PATROL IN CASE OF AN ACTIVE SHOOTER/AGGRESSOR

Abstract

This article analyzes the phenomenon of the active aggressor in school settings, examining how teachers and the School Community Patrol Battalion (BPEC) can work collaboratively to identify risk profiles, behavioral triggers, and preventive interventions. The study draws on a theoretical review and critical analysis of recent sources, including the FBI's 2024 report Active Shooter Incidents in the United States 2023, which introduced an updated conceptual definition of active shooter,  and the pedagogical principles of the Drug Abuse Resistance Education (DARE) program. Findings suggest that warning signs are frequently observable in daily school life before an attack takes place, and that coordinated action between educators and patrol officers strengthens both prevention and response strategies. The article concludes that effective school safety depends on institutional cooperation, continuous teacher training, and integrated preventive practices, goals that still face meaningful structural barriers in the Brazilian context.