Since the Columbine High School-massacre, the world continues to witness school shootings. The current state of research presents us with nuanced categories for understanding the phenomenon, such as the school shooters’ use of media, their psychological features, and their intentions. Similarly, the discussion of preventive measures is equally bountiful. While there are a number of empirical studies that are related to digitalization, a gap in how we theorize the meaning of digitalization persists. Our aim is to provide an integrated synthesis needed for understanding school shootings in the digital era. Via a narrative literature review, we identified three explanatory themes, namely strain, imitation, and digital mediation. These were synthesized in order to explain more thoroughly how individuals come to participate in online school shooting subculture, possibly leading to their perpetration of school shootings. Based on this, a model is presented that excels in its focus on the ever more prominent role of digitality in everyday life as well as in its broad social science and behavioral explanations. Finally, the article provides potential venues for further research along with prevention strategies.

自哥伦拜恩高中大屠杀以来，世界继续目睹学校枪击事件。当前的研究状态为我们提供了用于理解这一现象的细微分类，例如校园枪手对媒体的使用、他们的心理特征和他们的意图。同样，对预防措施的讨论也同样丰富。虽然有许多与数字化相关的实证研究，但在我们如何对数字化的意义进行理论化方面仍然存在差距。我们的目标是提供理解数字时代学校枪击事件所需的综合综合。通过叙述性文献回顾，我们确定了三个解释性主题，即应变、模仿和数字中介。综合这些内容是为了更彻底地解释个人如何参与网络校园枪击亚文化，这可能导致他们实施校园枪击事件。在此基础上，提出了一个模型，该模型在关注数字化在日常生活中日益突出的作用以及广泛的社会科学和行为解释方面表现出色。最后，本文提供了进一步研究的潜在场所以及预防策略。