Report page 31

Training topics can include recognizing concerning and/or threatening behavior or communications, as well as what information should be brought forward and the multiple methods to do so (e.g., direct communication, phone line, email or online form, text or mobile application).

Training on other topics such as suicide awareness and prevention, conflict resolution, bullying prevention, developmental disabilities, adverse childhood experiences (ACEs) and trauma, and mental health first aid can also support universal prevention efforts and assist school faculty, staff, and administrators with fostering positive school climates.

Relatedly, a comprehensive dissemination plan around awareness and prevention efforts that includes how to access systems of support should be included for non-staff members of the school community such as families and students and staff who are unable to attend training due to contractual or logistical barriers (e.g., transportation, teacher assistants, food service).

While not every campus will have a school resource officer, all schools can develop positive, proactive relationships with local law enforcement agencies and personnel who may be asked to respond when highly concerning, threatening, or violent behavior emerges.

Some schools proactively build partnerships by encouraging officers to coteach classes, serve as coaches or assistant coaches of sports teams, and/or work with parents and teachers at after-school events.

When assigning a dedicated school resource officer is not possible, some local law enforcement agencies have encouraged officers to “adopt a school” and regularly visit the school to greet and become familiar with students and teachers, eat lunch on