Mitchell Scott Johnson & Andrew Douglas Golden
Westside Middle School — March 24, 1998
Jonesboro, Arkansas
- Remington Model 742 (scoped hunting rifle)
- Universal M1 Carbine
- Ruger Model 44
- Ruger Security-Six .357 Magnum revolver
- Smith & Wesson .38 Special revolver
- FIE .380 ACP pistol
- Star .380 ACP pistol
- Davis Industries two-shot .38 Special derringer
Crime
On the afternoon of March 24, in an unincorperated area of Arkansas, two young students carried out a carefully planned ambush that shocked their rural community. The boys had stolen nine firearms, including rifles, revolvers, and pistols, along with thousands of rounds of ammunition from Golden's grandfather's home and other family members the night before. They loaded the weapons into Johnson's stepfather's minivan and drove to the school area. Shortly after fifth period began around 12:35 p.m., Golden slipped inside the building, pulled the fire alarm to trigger an evacuation, and then rejoined Johnson in a wooded area about 100 yards away with a clear line of sight to the exit doors.
As approximately 87 students and 9 teachers streamed out of the school in response to the alarm—expecting a routine drill or perhaps mistaking the initial sounds for construction noise or firecrackers—Johnson and Golden opened fire from their concealed position. In a matter of minutes, they discharged around 30 rounds, striking 15 people. The victims included four young girls who were killed instantly or soon after, along with beloved sixth-grade English teacher Shannon Wright who died after using her body to shield a student from gunfire. Ten others, mostly students but including one teacher, were wounded with gunshot injuries ranging from severe to life-threatening.
Chaos erupted as students and staff realized the pops were real shots; some tried to help the fallen amid confusion and panic. The attackers then fled through the woods toward their getaway vehicle but were quickly spotted and apprehended by law enforcement about 200 yards away, still armed with multiple guns and ammunition. The entire shooting lasted only a few minutes, leaving five dead and a community grappling with unimaginable loss in what was then one of the deadliest school shootings in U.S. history up to that point.
Victims
- Shannon Wright, 32 — teacher, shot in the chest and abdomen while shielding/protecting a student
- Natalie Brooks, 11 — student and killed
- Paige Ann Herring, 12 — fattaly shot
- Stephanie Johnson, 12 — student, wounded fatally by gunfire
- Britthney Varner, 11 — student, shot and killed
- Lynette Thetford — teacher, shot in the lower abdomen and severely injured, including intestinal damage and nerve issues affecting mobility
- Candice Porter, 11 — student, shot for reportedly breaking up with Johnson
- Jennifer Jacobs, 12 — student, shot and reportedly "dated" Golden before breaking up
- Ashley Betts, 12 — student, injured by gunfire
- Brittany Lambie, 13 — student, wounded
- Whitney Irving, 111 — student, shot
- Tristan McGowan, 13 Golden's cousin, shot
- Christina Amer, 12 — student, shot
- Jenna Brooks, 12(cousin of Natalie Brooks) — student, shot
- Crystal Barnes — shot and injured
Motive
The duo's joint motive remains debated—no single clear "why," but factors included bullying/teasing/rejection (especially romantic for both), personal/family trauma (more for Johnson), access to unsecured guns, adolescent immaturity, possible copycat/media influence from prior shootings, and a planned "scare"/revenge ambush with a discussed getaway plan. They targeted the evacuation randomly, not specific individuals, though some wounded had personal connections. No strong mental illness diagnosis was noted like in some cases; more attributed to rage, poor impulse control, and thrill/entitlement.
Golden's motive was reportedly tied to feeling "played with" or teased; reportedly initiated ideas of "scaring" people. In testimony, he claimed fear of Johnson who allegedly threatened his family if he didn't participate, though accounts conflict.
Reputation
Peers noted Johnson overreacted to teasing, and some suggested he was bullied/picked on himself. Motive elements included anger over being scorned by a girl (Candice Porter broke up with him shortly before), deeper rage from abuse/trauma, and possible influence from Golden. In depositions/interviews, he blamed Golden as the initiator ("tired of people playing with me") but also claimed coercion/threats.
Gear
-Upbringing
Johnson came from a broken home with a difficult relationship with his father (described as stormy/abusive), a history of sexual abuse (both as victim and later as abuser in some reports), and family instability (parents divorced/separated). He was described as a bit of a bully/bragger at school—flashy with gang signs (claimed affiliation with "Westside Bloods" but no real evidence; seen as a "wannabe"), quick to anger over slights (e.g., teasing or romantic rejection), and sensitive/wanting popularity (especially with girls).
Golden came from a family where he was reportedly spoiled with little discipline; neighborhood reputation as a menace/cruel to animals (e.g., mistreating pets). Comfortable/familiar with guns from a young age (grandfather's collection). Seen as immature/spoiled, with some speculation that lack of boundaries contributed to entitlement.
Aftermath
The boys were charged with 5 counts of capital murder and 10 counts of first-degree battery, as juveniles under Arkansas law; couldn't be tried as adults due to age—minimum 14 at the time. They were convicted August 11, 1998, of the crimes and sentenced to juvenile commitment until age 21, with federal firearms charges extending hold. Records have been sealed upon release, but Johnson was released 2005 and Golden in 2007.
Andrew Golden changed his name to Drew Grant and died July 27, 2019, at age 33 (or 32 in some reports) in a head-on car crash on Highway 167 near Cave City, Arkansas. His Honda CR-V collided with another vehicle; he and the other driver killed, others injured.
Johnson was released from juvenile detention and then rearrested multiple times post-release (e.g., 2007 traffic stop with firearm/drugs, 2008 convictions for weapons/drug offenses leading to federal prison time ~12+ years; served until around 2015 release into probation/rehab). No major public updates since mid-2010s—low-profile, believed alive and out of prison.
Shock in the rural, church-centered community ("how here?"); memorials (e.g., sundial with victims' names), vigils, and healing through faith/counseling. Anger over short juvenile sentences led to calls for reform (Arkansas raised age for adult trials in serious crimes). Enhanced school security (alarm protocols, evacuation plans, gun storage awareness), national discussions on juvenile justice, bullying, and unsecured firearms. Families filed civil suits (against parents, grandfather for unsecured guns, manufacturers; some settlements).
Kipland Philip Kinkel
Thurston High School — May 21, 1998
Springfield, Oregon
- Ruger 10/22 .22-caliber semi-automatic rifle
- Glock 19 9mm semi-automatic pistol
- Ruger P89 9mm semi-automatic pistol
- several pipe bombs, some detonated and others failed
Crime
The night before carrying out the attack, Kinkel had murdered his parents in their home, shooting his father and bludgeoning his mother while she slept. The next morning, he arrived at school armed with multiple firearms and homemade explosives. He first shot students in the school courtyard, killing two teenagers and wounding many others. After running out of ammunition, Kinkel was tackled and subdued by fellow students, preventing further loss of life. It was one of the deadliest school shootings in U.S. history at the time.
Victims
- William "Bill" Kinkel, 52 — father, shot and killed
- Faith Kinkel, 50 — mother, bludgeoned to death
- Ben Walker, 16 — student, killed by gunfire
- Mikael Nickolauson, 15 — student, killed by gunfire
- 25 victims between the ages of 14-18
Motive
Kinkel’s motive was rooted primarily in severe mental illness, rather than a clear grievance-based or ideological agenda. He later stated that he believed people were laughing at him and plotting against him, a symptom consistent with paranoid schizophrenia. His parents were killed because he believed they were trying to control or betray him, and he feared they would stop him from acting on his impulses. The school attack appears to have been driven by delusional thinking, loss of impulse control, and violent ideation, rather than specific revenge targets. Unlike some other perpetrators, Kinkel did not express a desire for fame or a coherent message; his actions reflected psychological collapse.
Reputation
At school, Kinkel was regarded as socially awkward, troubled, and volatile. He had few close friends and was known to have anger management issues. Teachers and students were aware that he had been disciplined previously for bringing a weapon to school, which resulted in a temporary expulsion and mandatory counseling. Some peers described him as strange or unpredictable rather than overtly aggressive. Importantly, his instability was known to adults in his life, but the seriousness of his mental deterioration was underestimated.
Gear
-Upbringing
Kinkel grew up in a stable, middle-class household. His parents were both respected educators — his father taught Spanish at a local high school, and his mother was a school administrator. On the surface, Kinkel’s upbringing appeared supportive and structured. However, from an early age, he showed signs of serious emotional and behavioral disturbance, including violent thoughts, paranoia, and difficulty controlling anger. He was diagnosed with paranoid schizophrenia as a teenager, though his treatment was inconsistent. Despite his parents’ efforts to seek help, Kinkel struggled academically and socially and increasingly fixated on violent fantasies.
Aftermath
Kinkel was arrested at the scene and later pleaded guilty to multiple counts of murder and attempted murder. In 1999, he was sentenced to life in prison without the possibility of parole, despite being a juvenile at the time — one of the harshest sentences ever imposed on a minor in the U.S.
The shooting profoundly affected the Springfield community and intensified national conversations about juvenile justice, mental illness, and school safety. It also influenced later legal debates around sentencing juveniles to life without parole, particularly after Supreme Court rulings in the 2010s questioned the constitutionality of such sentences. Thurston High School implemented long-term security changes, and the case remains a key reference point in discussions about failures in mental health intervention and early warning systems.
Dylan Bennet Klebold & Eric David Harris
Columbine High School — April 20, 1999
Littleton, Colorado
- -
Crime
During lunch period, two best friends arrived at their high school with the intention of carrying out a mass-casualty attack that would eclipse prior school shootings in scale and symbolism. Their original plan relied on large explosive devices placed in the school cafeteria, designed to detonate during the busiest lunch period and collapse the library above. When those devices failed to explode, Harris and Klebold transitioned to gunfire.
The attack began outside the school, where they killed two students, then moved inside, firing through hallways and classrooms. The deadliest phase occurred in the school library, where students were hiding under tables. Harris and Klebold moved methodically through the room, taunting victims, making nihilistic and contemptuous remarks, and shooting at close range. Thirteen people were murdered in total — twelve students and one teacher — before the perpetrators roamed the building attempting to ignite additional explosives.
After nearly an hour, Harris and Klebold returned to the library and died by suicide. Law enforcement delayed entry for several hours due to fears of unexploded bombs, leaving the building unsecured until later that afternoon. The failure of the explosives prevented a death toll that could have been far higher.
Victims
- -
Motive
Eric Harris’s motive was rooted in grandiosity, domination, and ideological rage. His writings frame the attack not as revenge for bullying alone, but as a judgment against humanity itself. He expressed pleasure at the idea of causing suffering and viewed the massacre as an act of superiority — a way to transcend ordinary existence through destruction. Psychologists and researchers often characterize Harris as exhibiting psychopathic traits, including lack of empathy, narcissism, and sadism, though no formal diagnosis was made. His motive was not suicide-driven; he expected to die, but primarily sought to leave a legacy of fear and notoriety.
Dylan Klebold’s motive was fundamentally suicidal and depressive. His journals are saturated with self-hatred, hopelessness, and a belief that he was fundamentally broken. He longed for death and viewed the attack as a final act — both an escape and a way to give meaning to his suffering. It was his original idea to commit the shooting, but Klebold appears to have been drawn into Harris’s more aggressive perspective on the world. For Klebold, the massacre functioned as an endpoint rather than a declaration of power — a catastrophic merging of suicidal ideation with his friend's nihilistic ideology.
Reputation
Harris’ reputation varied sharply depending on perspective. Teachers and adults often saw him as composed and well-spoken, while peers described him as aggressive, threatening, and cruel. He had prior involvement with the juvenile justice system for theft and vandalism, but successfully masked the depth of his hostility during mandated counseling. Privately, Harris maintained journals and websites filled with violent fantasies, contempt for humanity, and expressions of superiority. He was known among some peers as intimidating and volatile, someone who enjoyed provoking fear and asserting control.
Klebold was generally seen as quiet, shy, and introspective. Teachers viewed him as intelligent but disengaged. Peers often described him as awkward or withdrawn rather than threatening. Unlike Harris, Klebold did not cultivate fear or dominance; instead, he faded into the background. Those close to him later recalled mood swings and dark humor, but few perceived him as dangerous. His inner turmoil was largely hidden, expressed only in private writings filled with despair and longing for escape.
Gear
-Upbringing
Harris was born into a military family. His father’s career in the U.S. Air Force required frequent relocations, resulting in a childhood marked by instability and repeated social resets. While his family environment was structured and outwardly functional, Eric struggled with anger, resentment, and feelings of alienation from a young age. He was intelligent, technically skilled, and capable of presenting himself as polite and articulate to adults. Beneath that surface, he developed rigid thinking patterns, hostility toward others, and a growing fascination with violence and domination. His writings reveal a belief that he was intellectually superior and unjustly constrained by society.
Klebold was raised in a stable, attentive, upper-middle-class household. Unlike Harris, Dylan’s childhood lacked obvious external instability. His struggles were largely internal. From early adolescence, he exhibited signs of depression, emotional withdrawal, and deep self-loathing. He was intellectually capable, creative, and sensitive, but socially awkward. He felt disconnected from peers and increasingly isolated, despite having friends and participating in school activities. His journals reveal profound loneliness and an obsession with death.
Aftermath
The Columbine shooting reshaped American society’s understanding of school violence. It exposed failures in threat recognition, mental health intervention, and emergency response. Law enforcement nationwide revised active-shooter protocols, shifting toward immediate engagement rather than containment. Schools implemented sweeping security measures, including surveillance systems, school resource officers, controlled entry points, and zero-tolerance policies. The attack also fueled national debates about media coverage, youth mental health, gun access, and the ethics of notoriety.
Culturally, Columbine became a reference point — and a dangerous archetype — influencing both prevention research and later perpetrators. Its legacy persists not only in policy changes but in the collective anxiety surrounding schools and youth violence in the United States.