Beslan school hostage crisis victim identification
The Beslan school hostage crisis, which occurred from September 1 to 3, 2004, involved a group of Chechen separatists who took over School Number One in Beslan, North Ossetia, holding nearly a thousand hostages. The standoff ended violently when Russian special forces intervened, resulting in the deaths of 334 hostages, including many children, exacerbating tensions related to the ongoing Chechen struggle for independence. In the aftermath, forensic scientists played a crucial role in victim identification, employing advanced techniques such as DNA analysis to process the remains of those who were severely damaged, as traditional methods proved ineffective. Investigators faced significant challenges, with many bodies burned or otherwise unrecognizable, necessitating the comparison of DNA samples from the deceased with those of their relatives. Additionally, forensic examinations revealed that several of the assailants had high levels of narcotics in their systems, which may have influenced their violent behaviors during the crisis. The event highlighted the complex interplay of nationalism, extremism, and tragedy, leaving lasting scars on the community and raising questions about the effectiveness of governmental responses to such crises. The Beslan incident remains a significant moment in Russian history, impacting public perceptions of security and authority.
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Beslan school hostage crisis victim identification
DATE: Hostage siege occurred between September 1 and 3, 2004
THE EVENT: On September 1, 2004, a group of about thirty men and women, who were reportedly Muslim Chechen separatists, took over School Number One in the town of Beslan in the Russian Federation republic of North Ossetia-Alania, and held nine hundred students and fifty-nine teachers hostage. A three-day siege ended when Russian special forces and civilian volunteers attacked the school. This resulted in a violent confrontation in which the hostages were caught in the middle of gunfire and explosions; when it was over, nearly four hundred people were dead. The incident contributed to a growth in the power of the Russian government, which instituted new security measures, at the same time it heightened public mistrust of Russian authorities, who were suspected of covering up official incompetence in the handling of the incident and of censoring press coverage about it.
SIGNIFICANCE: Forensic scientists played an important role in the aftermath of the tragedy in efforts to identify the dead as well as in the investigation of the motivations and the actions of the terrorists.
Since the dissolution of the Soviet Union in 1991, the region of Chechnya, located between the Black Sea and the Caspian Sea on part of the northern border of Georgia, has fought for independence from the Russian Federation. The Chechens are Muslim, and the separatist struggle has given rise to radicalism that is based both in nationalism and in Islamic extremism. The terrorists who took over School Number One in Beslan identified themselves as Chechen separatists, and most were indeed later found to be Chechens.
The hostage takers seized the school on the traditional first day of the Russian school year. After a brief exchange of gunfire with the police, the terrorists forced their hostages to crowd into the school’s gymnasium. The terrorists then shot a number of men who appeared to be most capable of resistance and forced other hostages to throw out the bodies and clean up the blood.
The perpetrators may have hidden weapons and explosives in the school before their attack, but this point is denied by official reports and remains open to question. As security forces surrounded the school, the terrorists mined the gym and set up wires that, if tripped, would cause the explosives to go off. They also announced that if anyone attempted to intervene forcefully, they would kill fifty hostages for every one of their own number killed and twenty hostages for every one of their group injured.
The Tragedy
On the afternoon of the second day of the siege, the hostage takers allowed Ruslan Aushev, the president of the Russian republic of Ingushetia, to enter the school. Several of the hostage takers were later revealed to be Ingushetians, an ethnic group closely related to the Chechens. Aushev was allowed to bring twenty-six hostages out of the school with him. The terrorists also gave Aushev a list of demands, apparently authored by Chechen rebel leader Shamil Basayev, who reportedly had ordered the seizure of the school but was not present. One of the demands was that Russia recognize the independence of Chechnya.
The events that took place on September 3 are still not entirely clear. Some members of the Russian military were allowed to approach the school to take away bodies, and as they did so, bombs went off in the gymnasium and the hostage takers began firing, killing two of the servicemen. About thirty hostages were able to escape in the chaos. Then Russian special forces, along with civilian volunteers, began to attack the school, and a pitched battle ensued. Explosions and gunfire continued for the rest of the night, and when the fighting was over, 334 hostages, 31 hostage takers, and more than 20 other people were dead.
The Application of
The primary use of forensic science in relation to the Beslan incident was in the identification of the dead, both victims and hostage takers. After the tragedy, family members initially attempted to identify children and other victims from their clothing or by looking for distinguishing physical features. Many of those who died had been badly burned, however, so investigators had to use more sophisticated approaches. More than one hundred of the corpses were so badly damaged that (deoxyribonucleic acid) analysis was necessary to establish positive identification. This involved comparison of the DNA of the victims with the DNA of existing family members; investigators took blood samples from the bodies of the dead and from relatives of those lost in the event and sent the samples to Moscow for matching. In many cases, the bodies were so badly damaged that the extraction of DNA for testing was very difficult. Researchers used the technique of Polymerase chain reaction (PCR) to amplify pieces of DNA to provide sufficient material for testing.
Forensic investigators also helped to examine the motivations and behavior of the terrorists. Along with identification of the thirty-one attackers who died in the incident, the investigation revealed that drug use appeared to be an element in the Beslan tragedy. Moscow researchers reported that toxicological analyses of the hostage takers’ bodies showed that the blood of several of them showed high levels of the narcotics and morphine, and several showed signs of other drugs in their systems. Moreover, the hostage takers who had been drug users had apparently not taken in these substances in several days, and so they were likely in states of drug withdrawal. Some observers have suggested that the experience of withdrawal may have accounted for the remarkable brutality and callousness with which the hostage takers treated children and other innocent victims at the school.
Bibliography
Giduck, John. Terror at Beslan: A Russian Tragedy with Lessons for America’s Schools. Golden, Colo.: Archangel Group, 2005.
Javeline, Debra. "What the Beslan School Siege Taught Us." Notre Dame Magazine, Spring 2023, magazine.nd.edu/stories/what-the-beslan-school-siege-taught-us/. Accessed 13 Aug. 2024.
Kornienko I. V., V. V. Kolkutin, and A. V. Volkov. “Molecular-Genetic Identification of the Hostages Killed in the Terror Act on September 1-3, 2004, in Beslan.” Forensic Medical Examination 5 (2006): 31-35.
Lansford, Lynn Milburn. Beslan: Shattered Innocence. Charleston, S.C.: Booksurge, 2006.
Phillips, Timothy. Beslan: The Tragedy of School No. 1. London: Granta Books, 2007.