Discusses how the student newspaper "The Lance" (at Westside High School in Omaha, Nebraska) covered the shootings at Columbine High School. Notes that the staff localized the event and brought the student body into the story. (RS)

Suggests that, more than anything else, scholastic journalism should create an opportunity for understanding, and that by providing fair and full coverage the student media can serve as a conduit for telling the story of every student in the school. Argues complete coverage can be achieved using a triad approach to coverage: news accounts, feature…

Describes the production of a special edition by Brink Junior High, Moore West Junior High, and Westmoore High School (Moore, Oklahoma) after a tornado destroyed entire neighborhoods only days before. Notes the positive reaction of students and the community, as well as the sense of unity that developed in the community. (RS)

Describes efforts by the publications staff of North Hall High School (Gainesville, Georgia) to cover a tornado and its aftermath. Notes that the first issue published after the storm focused in intrusion by the media. Suggests that an anniversary issues was more effective in achieving the emotional catharsis the school needed. (RS)

Describes a school newspaper editor's attempts to cover the devastating tornado that severely damaged her school--North Hall High School in Gainesville, Georgia. Notes that the 16-page special edition she and the staff produced included first-hand accounts, tributes to victims, tales of survival, and pictures of the tragedy. (RS)

Discusses how the "Desert Gazette" (Amphitheater High School, Tucson, Arizona) covered, over several years, the deaths of teachers and students. Appends an exercise on policies on covering student deaths and a list of "do's and don'ts" on covering death. (RS)

Describes a student journalist's feelings as she covered a tragic accident that happened to a classmate. Suggests that journalism can have a powerful and positive influence on people's lives and that a single story can make an impact. (RS)

Suggests that school safety is an issue that concerns all students. Discusses how the staff of the Rockwood South (Missouri) "RAMpage" covered the shootings at Columbine High School in a 14-page issue and in follow-up issues. Suggests that the student newspaper covered the controversial topic in an appropriate, tasteful manner. (RS)

Describes the experiences and feelings of a university photojournalist as he covered the shootings at Columbine High School in Littleton, Colorado. Notes the onslaught of the media presence and the overwhelming emotion he witnessed. (RS)

Describes the coverage of the shootings at Columbine High School by the staff of "The Express," the student newspaper of Maize High School, Maize, Kansas. Notes that the school had its own so-called Trench Coat Mafia and that the feelings of this group of students were featured in one of the articles. (RS)

Discusses how the staff of the newspaper at Camarillo High School (California) covered a bomb threat at their school. Describes how they, overnight, conducted interviews, took and developed photographs, produced the layout, and published the newspaper. (RS)

Describes efforts by the Westport (Massachusetts) High School's publications staff to cover violence in their school and in their small town. Notes the student newspaper devoted 16 pages over five issues in the spring of 1999 to violence in schools and among high school-aged students. (RS)

Describes how "The Lakewood Times" (Lakewood, Ohio) covered the shootings at Columbine High School. Suggests that the newspaper covered the story differently than other media by taking many different angles to the story. (RS)

Describes how the student newspaper staff at Rocky Mountain High School covered the shootings at Columbine High School (Littleton, Colorado, only 70 miles away). Notes that the students published a six-page special edition in only two days, instead of a larger edition later on, in an attempt to bring peace to the students and provide a means to…

Describes how a journalism adviser at Lugoff-Elgin High School (South Carolina) dealt with issues surrounding a controversial series of articles about the murder of a student that had occurred three years before. Notes that the adviser convinced the victim's mother to intervene with the school principal to let the series be published. (RS)