October 2026 - Minaz Jivraj My Take: The Hidden Violence of Swatting Emergency Deception, Police Response, and School Safety
Swatting is the deliberate transmission of false information to emergency services with the intention of provoking a large, urgent, and sometimes heavily armed police response to a specific person, residence, school, university, or other institution. When directed at educational settings, swatting commonly involves fabricated reports of an active shooter, hostage-taking, bomb, armed intruder, or mass casualty event. Although no attacker may be present, the response is necessarily real: police may enter with firearms drawn, students may be locked down or evacuated, roads may be closed, and emergency resources may be diverted from genuine incidents.
School swatting became especially visible in the United States during waves of false active-shooter reports in 2022 and 2023. A Congressional Research Service review reported at least 446 active-shooter hoaxes involving U.S. schools during the 2022–2023 school year. Canadian institutions have also been targeted, including schools in British Columbia and Ontario. These incidents create substantial operational, legal, psychological, and community consequences. Students and staff may experience acute fear, physiological stress, loss of trust, anxiety, sleep disturbance, avoidance, and trauma-related symptoms, even when authorities quickly determine that the threat was false.
This article explains the nature and mechanics of swatting without providing an operational guide for perpetrators. It examines motives, technologies, law-enforcement responses, legal frameworks, documented incidents in the United States and Canada, psychological effects, and prevention strategies for schools and families.
What swatting means
The term “swatting” derives from the use of a SWAT team, short for Special Weapons and Tactics, to respond to a fabricated emergency. The essential elements are:
A false or materially misleading report.
A claimed emergency involving immediate danger.
A targeted person, address, school, or institution.
An intended emergency response, often involving armed officers.
Knowledge that the report may cause fear, disruption, confrontation, or danger.
The conduct is not merely a false rumour or ordinary prank call. The perpetrator seeks to manipulate emergency decision-making by presenting information that appears sufficiently credible and urgent to require immediate action. The report may allege that a caller is armed, that people have been shot, that hostages are being held, or that explosives have been placed at a school.
School swatting differs from a conventional threat in an important respect. A conventional threat may be designed primarily to frighten its recipient or communicate an intention to commit violence. A swatting call is designed to make a third party, usually police, believe that violence is already occurring or is imminent. The immediate danger is therefore created by the interaction between the false report and the necessary emergency response.
The Congressional Research Service describes school swatting as communicating a false emergency to direct an armed police response to a particular location. It notes that school incidents have included false active-shooter reports and bomb threats, often resulting in lockdowns, major police deployments, and significant disruption.[1]
Swatting is also distinct from a mistaken report. A person who sees something ambiguous and contacts 911 in good faith may be wrong without being criminally liable. Swatting involves intentional deception, reckless disregard for the truth, or participation in a scheme designed to trigger emergency action.
How hoax calls are carried out
A detailed technical description could assist offenders, so the subject should be discussed at a defensive and conceptual level. In broad terms, perpetrators exploit weaknesses in identity verification, communications systems, online information, and emergency decision-making.
Deceptive caller identity
Emergency call systems normally receive identifying information associated with a telephone or communications account. Offenders may manipulate or obscure that information so that the displayed number does not correspond to the actual caller. This is commonly known as caller-ID or automatic-number-identification spoofing.
The national 911 program identifies caller-ID spoofing as one technique used in swatting. It also describes the use of relay systems and social engineering to make a false caller appear more credible.[2]
Spoofing does not make a caller invisible. Investigators may obtain call records, provider information, routing data, device identifiers, account records, payment information, and other evidence. However, spoofing can delay attribution and complicate the initial emergency response.
Social engineering and impersonation
Social engineering involves manipulating people or systems through believable stories. A swatter may impersonate a student, teacher, parent, school employee, or resident. The caller may use publicly available information; such as a school address, staff name, campus layout, public event schedule, or a student’s identity, to make the report sound authentic.
Educational institutions are particularly vulnerable to this form of deception because much school information is publicly accessible for legitimate reasons. School websites, social-media posts, athletic schedules, staff directories, public meeting records, and local news coverage can reveal details that make a false report appear specific.
The defensive lesson is not to conceal all school information. Rather, schools should distinguish between information necessary for public communication and sensitive operational details that should not be unnecessarily published.
Internet-based communications and synthetic voices
Some hoax calls use internet-based telephone services, automated systems, or voice manipulation. Artificial or synthetic speech can make attribution more difficult and may enable repeated calls at scale. Law-enforcement and emergency-communications agencies have also warned about the use of computer-generated calls and coordinated messages.
The existence of an artificial voice, foreign accent, distorted audio, or unusual call quality does not by itself establish that a report is false. Dispatchers must treat the claimed danger as potentially real while using structured questioning, cross-checking, and available call intelligence.
Online information gathering
Open-source information can be used to identify likely targets, operating hours, entrances, school events, staff names, or the location of particular classrooms. In some cases, offenders may combine public information with illegally obtained personal data, account compromise, or harassment campaigns.
This is why school safety planning should include digital-risk assessment. Schools should identify what information is public, what information is unnecessarily exposed, and how quickly they can correct false information circulating online.
Coordinated campaigns
School swatting may occur as a single incident or as a series of incidents directed at many institutions. In 2022, NPR identified at least 113 apparent hoax active-shooter calls across 19 U.S. states between September 13 and October 5. The FBI stated that it was aware of the incidents and was working with law-enforcement partners, while reporting no information indicating a specific and credible threat at that time.[3]
In 2023, officials reported false threats affecting schools and colleges in multiple states. The Congressional Research Service noted that the FBI was reportedly maintaining a database of school-swatting incidents.[1]
Why offenders make these calls
The motives vary and may overlap:
Harassment and revenge. A perpetrator may target a student, teacher, administrator, public official, online personality, or institution because of a dispute.
Intimidation. Swatting can be used to frighten a person or group and demonstrate that the offender can mobilize police against them.
Entertainment and online notoriety. Some offenders treat emergency responses as content, competition, or a way to gain status in online communities.
Ideological or identity-based targeting. Schools, religious institutions, universities, and community organizations may be selected because of their perceived identity or political position.
Disruption. A perpetrator may seek to close a school, cancel an event, interrupt examinations, or create public disorder.
Testing or demonstrating technical capability. Some offenders may be motivated by curiosity, challenge, or the desire to prove that they can defeat safeguards.
Diversion. A false emergency can draw police away from another location or consume investigative resources.
Financial or strategic objectives. In some cases, hoax threats may be associated with extortion, fraud, harassment, or a broader cybercrime campaign.
The label “prank” is misleading. The intention to cause a police deployment means that the potential consequences include serious injury, death, arrest of an innocent person at gunpoint, disruption of emergency services, and lasting psychological harm.
Law-enforcement response
Emergency communications personnel cannot simply dismiss a report because it sounds implausible. A caller claiming that an active shooter is present at a school may be lying, but the consequences of treating a genuine attack as a hoax could be catastrophic. Dispatch centres therefore generally process the report according to normal emergency procedures while collecting additional information.
The 911 National Emergency Communications guidance states that swatting calls initially may not be distinguishable from genuine emergencies. Recommended responses include following standard operating procedures, documenting the call, gathering as much information as possible, preserving recordings and call-detail data, notifying telecommunications providers quickly, and coordinating with responding agencies.[2]
A typical law-enforcement response may include:
Dispatching patrol officers and, where appropriate, tactical resources.
Establishing a perimeter and controlling access to the campus.
Communicating with school administrators.
Initiating lockdown, shelter-in-place, evacuation, or controlled release procedures.
Searching buildings and assessing whether a genuine threat exists.
Coordinating with fire, emergency medical services, and neighbouring agencies.
Determining whether the event is credible, false, unresolved, or part of a wider pattern.
Preserving evidence for criminal investigation.
Providing public information through designated spokespersons.
The response may be complicated by simultaneous reports at several schools, incomplete information, multiple jurisdictions, or a caller located outside the region or country. A hoax campaign can strain dispatch centres, patrol staffing, tactical teams, school administrators, and public communications personnel.
Schools should avoid attempting to “verify” a call by delaying protective action. Verification should occur concurrently with safety procedures and through established law-enforcement channels.
Legal consequences
There is no single universal “swatting offence” in the United States. Prosecutors may use different federal and state statutes depending on the communication, location, technology, resulting harm, and intent.
Potential U.S. federal provisions include:
18 U.S.C. § 875(c): interstate threats to injure or kidnap.
18 U.S.C. § 844(e): threats or false information involving explosives.
18 U.S.C. § 1038: conveying false or misleading information about specified criminal or dangerous activity.
18 U.S.C. § 2261A(2): cyberstalking involving fear, intimidation, harassment, or substantial emotional distress.
State offences involving false reports, criminal threats, disruption of school operations, harassment, conspiracy, fraud, or reckless endangerment.
The Congressional Research Service emphasizes that prosecution is fact-dependent and that swatting may implicate multiple statutes. It also notes that foreign-originating calls create practical problems involving jurisdiction, evidence, extradition, and international cooperation.[1]
A significant U.S. example is the prosecution of Alan Filion. The U.S. Department of Justice reported that Filion pleaded guilty to interstate threats and admitted making numerous hoax threats, including a call to a public high school in Washington State alleging a mass shooting and bombs, and a call targeting a historically Black college. He was sentenced in 2025 to 48 months in prison.[4][5]
In another case, James Thomas Andrew McCarty was sentenced to seven years in prison after pleading guilty to hoax calls that elicited SWAT responses. The Department of Justice reported that two calls targeted high schools in Indiana and Oklahoma while using the names of real students.[6]
In Canada, swatting conduct may be prosecuted under several provisions of the Criminal Code. Section 140, public mischief, applies where a person intentionally misleads a peace officer by falsely reporting that an offence has been committed, among other forms of deception. The offence may be prosecuted by indictment, with a maximum sentence of five years, or summarily.[7]
Other Canadian charges may be considered depending on the circumstances, including uttering threats, criminal harassment, mischief, fraud, unauthorized use of computers, counselling an offence, or offences arising from interference with emergency services.
Documented incidents in the United States
The 2022 nationwide school hoax wave
In September and October 2022, schools across numerous U.S. states received false reports of active shooters. NPR documented at least 113 incidents across 19 states during a period of approximately three weeks. The FBI acknowledged the incidents and coordinated with state and local agencies.[3]
Reports often claimed that a shooter was inside the school and that students or staff had been injured. Police responded as if the reports might be genuine. Students were locked down, evacuated, or kept in classrooms while officers searched buildings. Even when no weapons or victims were found, the immediate response was necessarily intense because the reports described imminent mass violence.
The 2022–2023 school year
The Congressional Research Service reported that an educational safety organization identified at least 446 active-shooter hoaxes involving U.S. schools during the 2022–2023 school year. These figures should be interpreted cautiously because there is no single complete national reporting system and definitions may differ. Nevertheless, the scale demonstrates that school swatting is not limited to isolated incidents.[1]
March 2023 multi-state incidents
In March 2023, false active-shooter and bomb threats affected schools and colleges in multiple states. Reports described calls to schools in Pennsylvania, Utah, Massachusetts, New York, and other jurisdictions. The FBI stated that it was monitoring the situation and working with local, state, and federal law-enforcement partners.[8][9]
Filion’s threats to schools and colleges
The Filion case demonstrates how school swatting can be integrated into a broader interstate campaign. According to the Department of Justice, the defendant’s conduct included a false mass-shooting and bomb report directed at a public high school and a bomb-related threat involving campus housing at a historically Black college.[4]
The 2018 Wichita case
In the widely reported Wichita swatting case, a false emergency call led police to the home of an unrelated victim. Officers shot and killed Andrew Finch, who was not the intended online target. The perpetrator later pleaded guilty to federal charges involving numerous hoax calls, including false bomb reports involving high schools and universities.[10]
This incident is a critical reminder that swatting can become lethal even when the targeted school or residence is entirely innocent.
Documented incidents in Canada
Burnsview Secondary School, British Columbia
The Delta Police Department reported a swatting incident at Burnsview Secondary School. Officers determined that the report was false and that no threat existed. The department classified the event as a swatting call and described swatting as a false critical-incident report intended to elicit an urgent and substantial police response.[11]
The incident illustrates that Canadian schools face the same operational problem as American schools: police must respond immediately, even though the information may later prove fabricated.
Kitchener-Waterloo, Ontario
Between May and October 2024, Waterloo Regional Police investigated 13 swatting calls involving schools, businesses, homes, and public events. A 15-year-old from Kitchener faced 29 charges in connection with the series, according to police and Canadian media reports. Eight incidents involved St. Mary’s High School, while another targeted Cameron Heights Collegiate Institute and resulted in a school closure for a day.[12][13]
Police stated that each incident was investigated and determined to be false. The case demonstrates several recurring features of school swatting: repeated targeting, disruption of normal school operations, the involvement of a youth suspect, and the need for sustained police investigation rather than reliance on a single response.
Risks and operational challenges
Swatting creates risks beyond the temporary inconvenience of a false alarm.
Risk of armed confrontation
Police responding to a report of an active shooter may encounter people who are frightened, confused, running from a building, or unaware of the incident. Officers may have limited information and must make rapid decisions. Innocent staff, students, parents, or residents may be mistaken for suspects.
Risk to emergency personnel and the public
Large deployments increase the likelihood of traffic collisions, communication errors, accidental injury, and delayed responses to unrelated emergencies. Repeated hoaxes can also produce fatigue and desensitization, although agencies must avoid allowing previous false reports to reduce vigilance during a future genuine attack.
Disruption and educational loss
Schools may close, cancel examinations, delay transportation, dismiss students early, or remain under police control for hours. Repeated incidents reduce instructional time and impose costs on families, school boards, police services, and municipalities.
Information confusion
Parents may receive contradictory messages through school alerts, social media, news organizations, student group chats, and unofficial accounts. Rumours can spread more rapidly than verified information, creating secondary panic.
Privacy and reputational damage
False reports may identify individual students, teachers, or administrators as supposed perpetrators or victims. Their names, photographs, addresses, or personal details may circulate online. Schools must protect privacy while communicating enough information to support safety.
Psychological and physiological effects
A false threat can produce real physiological danger. During a perceived emergency, the body activates the sympathetic nervous system. Heart rate, breathing, muscle tension, vigilance, and stress hormones may increase. Students may experience shaking, nausea, dizziness, headaches, chest discomfort, crying, freezing, or difficulty thinking clearly.
The effects may continue after the police determine that the call was false. Students and staff may become hypervigilant, fearful of school, reluctant to enter particular rooms, distressed by sirens or police vehicles, or preoccupied with the possibility of another incident.
Research on school lockdown exposure provides relevant evidence, although direct research on swatting itself remains limited. A 2025 study involving 10,049 children found that exposure to school lockdowns was associated with increased anxiety, somatic symptoms, and stress-related problems.[14]
Research on lockdown drills is mixed. Some studies report improved knowledge and confidence when drills are developmentally appropriate, explained, and conducted without unnecessary realism. Other research reports increase in anxiety, depression, stress, or physical symptoms, particularly where drills use graphic simulations, surprise tactics, simulated gunfire, or fake injuries. A pediatric study reported post-drill anxiety among 27 percent of surveyed children, while also finding that caregivers did not always recognize the level of distress reported by children.[15]
These findings should not be transferred mechanically to every swatting incident. A real police response to an alleged active shooter may be more frightening than a planned drill, but individual reactions vary. Risk may be higher for students with previous exposure to violence, trauma, bullying, disability-related needs, anxiety, family instability, or personal connections to earlier school shootings.
A trauma-informed response should therefore avoid assuming that a student is “fine” because no physical injury occurred.
What schools should do
Before an incident
Schools and school boards should:
Establish a written swatting and hoax-threat protocol within the emergency operations plan.
Maintain current contact lists for police, fire, emergency medical services, the school board, communications staff, and mental-health providers.
Develop a single authoritative communication process for staff, families, students, and media.
Coordinate in advance with local police regarding lockdown, evacuation, reunification, and verification procedures.
Ensure that 911 centres and police know the campus layout, access points, accessibility needs, portable classrooms, and after-hours activities.
Review publicly available information and remove unnecessary sensitive details.
Train administrators and reception staff to preserve suspicious messages, caller details, timestamps, screenshots, and recordings.
Establish a reunification plan that accounts for transportation, identification, accessibility, language, and custody issues.
Build relationships with school-based counsellors and community mental-health providers.
Include post-incident psychological support in the emergency plan rather than treating it as an optional addition.
During an incident
Staff should:
Follow the school’s emergency procedure and law-enforcement instructions.
Avoid independently investigating the alleged threat.
Keep students calm, quiet, and together where feasible.
Account for students and report missing, injured, or medically vulnerable individuals through established channels.
Avoid posting tactical information, police locations, access points, or unverified claims.
Use only designated communication channels.
Prepare to explain calmly that authorities are responding and that information may change as it is verified.
Follow evacuation, shelter, or reunification instructions even if some people believe the incident is probably a hoax.
A suspected swatting call must not be dismissed simply because similar calls were previously false. The correct approach is protective action combined with rapid, professional assessment.
After an incident
Schools should:
Provide a clear, factual account once law enforcement has authorized public communication.
Explain what is known, what remains under investigation, and what students should do next.
Offer private support for students and staff who show distress.
Contact families of students who require individualized assistance.
Monitor absenteeism, nurse visits, disciplinary referrals, online harassment, and requests for counselling.
Conduct an after-action review with police, dispatch, administrators, staff, and student representatives where appropriate.
Preserve records and evidence for investigators.
Review whether any public communications inadvertently exposed personal information.
Avoid sensationalizing the offender or repeatedly displaying the threatening message.
What parents and guardians should do
Parents and guardians should:
Rely on official school, police, or emergency-management communications.
Keep emergency contact information current.
Discuss a school incident calmly and use age-appropriate language.
Ask children what they experienced rather than assuming the event had no effect.
Watch for persistent nightmares, avoidance, irritability, physical complaints, withdrawal, declining attendance, concentration problems, or fear of returning to school.
Contact the school counsellor, family physician, psychologist, or another qualified professional when symptoms persist or interfere with daily life.
Tell children not to share threatening messages, alleged perpetrator information, police movements, or graphic material.
Preserve threatening communications and report them to police or the school rather than forwarding them widely.
Remind children that reporting a genuine concern is appropriate, while deliberately creating a false emergency is dangerous and criminal.
Parents and guardians should not:
Drive to the school unless instructed, because additional traffic can obstruct emergency vehicles.
Call the school repeatedly during an active response.
Spread rumours through group chats or social media.
Attempt to confront a suspected caller or investigate independently.
Encourage children to livestream the police response.
Treat the event as a joke because no physical attack occurred.
Promise that another incident “could never happen.” A better message is that trained professionals are responding and that the family has a plan for receiving reliable information.
Conclusion
Swatting against schools is a form of weaponized deception. It converts communications technology, public information, and emergency protocols into instruments of disruption and fear. The fact that a report is false does not make the response unreal: armed officers arrive, students and staff experience a perceived life-threatening event, educational operations are interrupted, and families may carry anxiety long after the scene is cleared.
The most effective response is neither complacency nor panic. Schools require coordinated plans that allow police and dispatchers to treat every plausible threat seriously while preserving evidence and identifying patterns. Educators and families need trauma-informed communication, disciplined information sharing, and access to mental-health support. Law-enforcement agencies need consistent procedures for call documentation, telecommunications evidence, cross-jurisdictional investigation, and public communication.
Swatting should therefore be understood as both a public-safety crime and a school-climate issue. Preventing harm requires technical safeguards, legal accountability, emergency preparedness, and sustained attention to the emotional recovery of students, staff, and the wider school community.
Sources:
18 USC § 844(e) https://www.congress.gov/crs_external_products/LSB/HTML/LSB11063.web.html
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False calls about active school shooters are rising. Behind them is a strange pattern https://www.npr.org/2022/10/07/1127242702/false-calls-about-active-shooters-at-schools-are-up-why
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California Teenager Sentenced to 48 Months in Prison for ... https://www.justice.gov/opa/pr/california-teenager-sentenced-48-months-prison-nationwide-swatting-spree
Kayenta Resident Sentenced to Seven Years in Prison for ... https://www.justice.gov/usao-az/pr/kayenta-resident-sentenced-seven-years-prison-making-hoax-calls-elicit-swat-responses
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How ‘swatting’ calls spread as schools face real threats https://thedailyrecord.com/2023/03/30/how-swatting-calls-spread-as-schools-face-real-threats/
Schools Across the Country Face Lockdowns Due to Hoax Threats https://www.safewise.com/news/school-lockdown-swatting-hoax/
California Man Pleads Guilty In Deadly Wichita Swatting Case https://www.justice.gov/usao-ks/pr/california-man-pleads-guilty-deadly-wichita-swatting-case
Swatting Incident at Burnsview Secondary School https://www.deltapolice.ca/media/swatting-incident-burnsview-secondary-school
Police Charge Youth in Connection to Multiple Swatting Incidents in ... https://wrps.ca/news/police-charge-youth-connection-multiple-swatting-incidents-kitchener
Kitchener teen charged after 13 'swatting' calls threatened schools ... https://www.cbc.ca/news/canada/kitchener-waterloo/waterloo-regional-police-swatting-calls-teen-charged-kitchener-1.7380490
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The ‘callous and inhumane' school shooting hoaxes are still happening. Here's what we know https://www.cnn.com/2022/11/19/us/swatting-false-school-active-shooter-reports
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‘Swatting' active shooter calls at schools reported in 11 states; New York the most recent https://www.syracuse.com/crime/2023/03/swatting-active-shooter-calls-at-schools-reported-in-11-states-new-york-the-most-recent.html
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Cyber Misbehavior - United States Department of Justice
Minaz Jivraj MSc., C.P.P., C.F.E., C.F.E.I., C.C.F.I.-C., I.C.P.S., C.C.T.P.
Disclaimer:The information provided in this blog/article is for general informational purposes only and reflects the personal opinions of the author. It is not intended as legal advice and should not be relied upon as such. While every effort has been made to ensure the accuracy of the content, the author makes no representations or warranties about its completeness or suitability for any particular purpose. Readers are encouraged to seek professional legal advice specific to their situation.