Equitable implementation and disparities

In instances of siloed implementation, school safety and prevention efforts may not be adequately monitored for effectiveness, fidelity, or impartiality in either referrals or outcomes.

Consistent implementation and balanced outcomes across all student groups are of paramount importance for behavioral threat assessment.

While most research has not identified disparities across student groups in how threats were classified or disciplined (e.g., Cornell et al., 2018; Crepeau-Hobson & Leech, 2022), research on disparities for students with disabilities is more mixed (e.g., Cornell et al., 2018; Crepeau-Hobson & Leech, 2022; Maeng et al., 2020, 2023).

Consistent implementation and balanced outcomes across all student groups are of paramount importance for behavioral threat assessment.

PBIS implementation prioritizes equitable practices, data, and systems to enhance meaningful outcomes for all students.

Equitable implementation intentionally uses practices, data, and systems to allow each and every student, in all types of schools, to (a) access high-quality safe and affirming learning environments, (b) engage in a full range of educational opportunities, (c) access effective supports based on their

Leadership teams intentionally implement practices, data, and systems in a way that ensures all members of the school community can meaningfully participate, experience belonging and success, and achieve valued outcomes.

Teams focus on both supporting and monitoring individual student success for all students and identifying and removing systemic barriers to access or achievement.

However, it is also important to recognize that SWD, especially those of color, are more likely to be referred for concerning behavior (Burnette et al., 2020; Cornell et al., 2018).

Teams should monitor referrals and outcomes to ensure SWD are not overrepresented in BTAM procedures.