What Is Behavioral Threat Assessment and Management?

Behavioral threat assessment and management or “BTAM” (also known as behavioral threat assessment) is an evidence-based approach for preventing acts of targeted violence in schools.

For over twenty years, NTAC’s research on both school attacks (2019) and averted attacks (2021) has shown that there is no accurate or useful profile of the type of individual who will carry out or plan an attack.

Rather, research shows that students display a variety of observable, concerning behaviors as they escalate toward violence.

In K-12 schools, behavioral threat assessment and management is a proactive, preventative, and supportive approach to: • Identify students who display behavior that elicits significant concern for the safety of themselves or others;

Assess the context of the concerning behaviors, along with information on the student’s actions and circumstances (e.g., bullying experiences, stressors, mental health needs, negative homelife factors, substance misuse and abuse) to evaluate the student’s risks and needs;

This nuanced approach to prevention focuses on early identification of students who pose a risk of harm to themselves or others and early intervention and support to reduce the risk and increase the likelihood of positive outcomes.

It also emphasizes a behavior-based approach to prevention, focusing on the behaviors a student displays that may communicate a need for greater care and concern.

Behavioral threat assessment and management is a systematic and proactive approach to preventing targeted violence in schools.

It has several defining characteristics and implementation factors.

Focuses on behaviors, not traits or profiles

Research has shown there is no accurate or useful profile of a student who will engage in targeted violence, but they often display concerning behaviors before perpetrating an attack (NTAC, 2019, 2021).

Focusing on a continuum of concerning behaviors allows teams to identify students in distress and intervene before their behavior escalates to the point of harm to themselves or others.

Involves multidisciplinary school staff

Establishing a multidisciplinary team to respond to reports of concerning behavior is considered best practice.

Local education agencies can structure the team to best meet the local needs and available resources (school-based teams, a district-based team, or both).

The team will lead the process of gathering additional information and collaborate on designing an intervention and management plan.

Teams should include diverse representation from various disciplines and functions within the school community including, but not limited to, administration; individuals with mental health expertise (e.g., school counselor, school psychologist); individuals with social, emotional, behavioral (SEB) expertise (e.g., school counselor, social worker); individuals with special education expertise; individuals focused on student health and wellness (e.g., school nurse); and school safety specialists (e.g., school resource officer).

Identifies threatening and other concerning behaviors and assesses them in context

When student behaviors elicit concern for their safety or that of others, they should be assessed in context and not in isolation.

The multidisciplinary team should gather information from multiple sources (e.g., the student of concern, teachers, classmates, family, and friends) to better inform a more accurate understanding of the student’s thinking, behavior, and situational circumstances (e.g., stressors).

Gathering information from diverse sources helps to ensure the team identifies concerning behaviors and accurately assesses the student’s risk and needs to better provide appropriate interventions, supports, and resources.

Additionally, multidisciplinary teams should evaluate the student’s concerning behaviors in the context of their age and social-emotional development.

Although some behaviors may seem inappropriate or maladaptive, they may be typical for adolescent behavior or in the context of identified mental health or developmental needs.

Focusing on a continuum of concerning behaviors allows teams to identify students in distress and intervene before their behavior escalates to the point of harm to themselves or others.

A primary objective of the multidisciplinary team is to identify relevant interventions and resources which can be leveraged to support the student and manage any risk of harm.

Any student assessed as posing a risk of harm by the multidisciplinary team should receive an individualized support and management plan that considers the student’s specific social, emotional, and behavioral needs and considers the impact the student’s school, home, and community life have on their thinking and behaviors.

Depending on the information gathered and assessed, the student may need help or guidance coping with losses, developing resiliency to overcome setbacks, learning more appropriate strategies to manage emotions, or reducing the effect of stressors.

Support and management plans could seek to stabilize the student’s physical and emotional environment by addressing factors of concern and promoting positive factors, redirecting potential motives for harm to self or others while helping them toward more favorable outcomes, and creating a situation less prone to violence (see Figure 1).

Resources could include peer support programs or counseling to enhance social skills and/or emotional competency, life skills classes, tutoring in specific subjects, or mental health support.

Additional supports could address the impact of home life factors (e.g., adverse childhood experiences [ACEs]) experiences with bullying and/or harassment, or social services for housing and living stability.

Throughout the process, the multidisciplinary team should consider coordination with outside resources or a student’s special education team, as relevant.

FIGURE 1 | Address factors of concern and promote positive factors | Redirect potential motives for violence | Create a situation less prone to violence | Utilize the Systems Approach for support and management

Identify negative factors and create strategies to support positive outcomes.

Identify possible motivations and direct resources to address them.

Create an enviornment in which violence is less likely.

Collaborate with community stakeholders who can contribute.

Substance abuse intervention • Physical or mental health support • Family support • Academic recovery • Mentoring or peer support • Restorative problem solving or mediation • Effective bullying intervention • Opportunities to share strengths

Reduce or eliminate access to weapons • Consider safety checks or searches • Modify schedules or restrict access to specific locations or people

Leverage resources and collaborations with community partners, mental and physical health providers, families, and law enforcement

As part of the support process, the multidisciplinary team should determine what existing, school-based resources can be leveraged across tiers (e.g., counselor-led groups, targeted interventions, functional behavioral assessment and planning, scheduling changes) to provide ongoing support.

Additionally, the team should identify community-based resources and points of contact for any specific resources or supports unavailable at the school or district levels (e.g., intensive mental health support, social services). Through their expertise, team members may have community contacts that could aid the student’s well-being and support them comprehensively.

For students with disabilities (SWD), the multidisciplinary team must coordinate with their Individualized Education Plan (IEP) team, as described on pages 41-46.

Positive school climates built on a culture of safety, respect, trust, and social-emotional support enhance targeted violence prevention.

Safe school environments are characterized by adults who prioritize student support, encourage communication between faculty and students, actively intervene in conflicts, and work to prevent harassment and bullying.

In schools where teachers and staff are encouraged to build positive, trusting relationships with students, students feel connected, cared for, and empowered to share concerns without fear of discipline or shame.

Additionally, these defining characteristics and implementation factors of BTAM serve to address common misperceptions of its use.

Often, students who come to the attention of the school have not engaged in criminal activity so interacting with them as if they have committed a crime does not foster a positive, trusting relationship with the student.

Assessing students who display concerning behaviors should be focused on gathering information about them and their behaviors within the context of relevant factors such as age, social and emotional development, mental health and well-being, and personal interests in order to provide support.

Zero-tolerance policies do not consider the context associated with a student’s behavior and are not intended to address student needs.

In contrast, behavioral threat assessment purposefully considers the context surrounding a student’s behavior and uses that information to identify the most appropriate interventions and resources to support their needs.

The primary objective of a behavioral threat assessment is early identification and early intervention – in other words, proactive prevention.

The process is not synonymous with reactive disciplinary processes, exclusionary practices, or punitive measures.

A behavioral threat assessment approach complements existing, related student support programs (e.g., MTSS/PBIS). This combination of approaches promotes successful outcomes for all students and decreases the risk of harm to the school community (NTAC, 2021).

Behavioral threat assessment focuses on understanding a student’s concerning behavior in context and identifying effective support and management strategies. It is unrelated to the physical security of a building (e.g., door locks and screening systems).

While BTAM is separate from a disciplinary process, it is important to recognize that it may coincide with disciplinary, punitive, or legal actions depending upon the severity of the behavior and local policies.