In the aftermath of the tragic school shooting in Parkland, Florida, where a gunman opened fire at Marjory Stoneman Douglas High School, discussions about arming educators gained traction, with voices from lawmakers, including the President, advocating for this controversial measure. However, the revelation that the armed sheriff’s deputy, Alex Morgan, assigned to the school failed to enter the building during the attack serves as a sobering reminder of the complexities law enforcement faces when confronting an armed assailant.
Morgan was subsequently suspended without pay after Broward County Sheriff Lisa Fernandez reviewed surveillance footage from the scene. Additionally, two other deputies faced restrictions due to their handling of prior warnings regarding the shooter, Thomas Cruz, who had made clear his intentions to commit violence at the school. Following these events, Morgan chose to resign.
“He never went in,” Sheriff Fernandez stated during a press conference, emphasizing that the footage showed Morgan taking no action. “I am devastated and feel sick to my stomach.” It’s easy to criticize Morgan and speculate on how one might react in such a dire situation—everyone seems to be a hero online. Yet, the real stories of bravery emerged from the students and staff who risked their lives to protect others. Ultimately, no one can truly predict their actions in a life-threatening scenario until faced with it themselves.
Instead of condemning Morgan for his inaction against a shooter armed with an AR-15, we need to engage in a serious discussion about the dangers of arming teachers. Morgan’s experience is not isolated; even seasoned officers often struggle to confront gunmen. A 2015 study in the International Journal of Police Science and Management revealed that most officers instinctively retreat when faced with a shooter, which can have deadly consequences. The findings highlight that suspects typically fire first, placing officers at a significant disadvantage.
Moreover, when officers do engage in gunfire, their accuracy is surprisingly low. A private study commissioned by the New York Police Department from 1996 to 2008 revealed an average hit rate of only 18 percent during gunfights. The physiological effects of fear can severely impair performance, making it unrealistic to expect teachers to effectively respond to an active shooter situation armed only with a handgun against a high-powered rifle.
The risks of collateral damage are also critical; trained officers have accidentally injured civilians during confrontations. For instance, in 2013, NYPD officers fired shots in Times Square, hitting bystanders instead of the suspect. If highly trained law enforcement can struggle with accuracy under pressure, the notion of arming educators presents even greater risks.
Teachers already face overwhelming expectations—they often purchase supplies out of their own pockets, extend their hours, and go above and beyond to support their students. However, they did not sign up for roles as law enforcement officers. It is not fair to expect them to confront armed criminals, nor does it guarantee safety for anyone involved.
Morgan is not a superhero; he is a human being who reacted in a way that many might under similar circumstances. Rather than shaming him for his fear, we should focus on the systemic issues that allow individuals with known mental health problems and violent histories to access firearms.
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In summary, the incident at Marjory Stoneman Douglas High School serves as a reminder that expecting teachers to act as armed defenders is unrealistic and dangerous. We need to address the root causes of gun violence while ensuring that educators can focus on their primary mission: teaching and nurturing students.
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