Assessing the risk of armed attacks in the educational environment: a comparative analysis of tools and practical adaptation

In the context of the growing threat of armed attacks on educational institutions, the issue of developing and implementing reliable tools for assessing the risk of such incidents is becoming especially relevant. Despite the fact that mass attacks in schools and other educational institutions have long been considered a phenomenon characteristic mainly of Western countries, in recent years Russia has also faced tragic cases of violence in the educational environment. This situation requires studying and systematically adapting existing modern diagnostic approaches to domestic conditions. This article is a comparative analysis of existing foreign methods for assessing the risk of armed attacks, such as the Structured Interview of Violence Risk Assessment (SIVRA-35) and others, from the point of view of their applicability to Russian realities. The authors analyze and identify both the strengths of these tools and their limitations due to the cultural, legal and organizational features of the Russian educational system. Based on the analysis, an adapted risk assessment methodology is proposed that takes into account behavioral and social indicators of potentially dangerous behavior. The article presents the testing of the proposed tool on a specific case, and also provides practical recommendations for its use by specialists of educational organizations and prevention services. The results of the study can become the basis for the formation and development of a systemic approach to the early detection of destructive manifestations and the prevention of tragic incidents. The work is addressed to psychologists, teachers, security specialists and researchers involved in the prevention of violence in the educational environment.