Social support and social relationships are essential for psychological and physical health. Social rejection, on the other hand, is associated with increased stress and negative long and short-term consequences for a person's well-being. The long-term consequences of ostracism include the development of internalizing and externalizing psychiatric symptoms such as suicidality, aggressive behavior, and depression (Williams, 2007). Many studies of school shootings describe perpetrators as having experienced some form of social isolation and rejection; therefore, it makes sense to examine the role of social exclusion as a possible risk factor in the development of those who end up committing school shootings. The results by Sommer, Leuschner, and Scheithauer (2014) confirm the widely held belief about school shooters, namely that most perpetrators had experienced some kind of social marginalization. The researchers emphasize that not only peer rejection, but also conflicts with teachers can be a source of ostracism. This article focuses on the question of how specific and meaningful these results are in the development of school shooters (cf. Cornell, 2014). Given the author's professional background as a Child and Adolescent Psychiatrist and Psychotherapist, this commentary will center on adolescents. [This commentary relates to "Bullying, Romantic Rejection, and Conflicts with Teachers: The Crucial Role of Social Dynamics in the Development of School Shootings--A Systematic Review" (EJ1144253).]