Schools use a variety of interventions to address underlying causes
Schools are using a variety of interventions to address underlying causes of student behavior rather than relying on a single solution.
NCIER®
Support Focused Interventions
27 claims on pp. 7–132 (fact 23, statement 1, conclusion 2, conjecture 1).
Claims about Support Focused Interventions
BTAM efforts generally reflect commitment to supportive measures over exclusionary discipline or law
School BTAM efforts generally reflect a commitment to using supportive measures that address root causes of concerning behaviors rather than relying primarily on exclusionary discipline practices or referrals to law enforcement.
Schools prioritize counseling, trusted relationships and skill-building over restrictive measures
Survey results show that schools prioritize such interventions as mental health counseling, building trusted relationships with adults, and skill-building services over restrictive measures.
BTAM aims to identify concerning behavior early so schools respond proportionately
The BTAM approach aims to identify concerning behavior early, enabling schools to respond proportionately and provide support where needed.
Virtually all schools use trusted-adult programming: 53 percent often, 42 percent sometimes, 4 perce
Sample (N = 1384) · Teams answering intervention/safety plan components question
For example, virtually all schools use programming to build trusted relationships with adults, but the frequency they use these interventions varies: 53 percent report using this often; 42 percent report sometimes; and 4 percent report rarely using it as an option.
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Most frequently reported interventions could be considered support-focused or supportive discipline
could be considered support-focused or supportive discipline interventions meant to modify student behavior (see, e.g., Jackson et al., 2025).
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Supports and safety interventions for the targets or victims of threats: never 1, rarely 5, sometime
Sample (N = 1384) · Teams answering intervention/safety plan components question
Supports and safety interventions for the targets or victims of threats | 1 | 5 | 39 | 55 | 1 | 99 | 99
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Programming to build relationships with trusted adults: never 1, rarely 4, sometimes 42, often 53, n
Sample (N = 1384) · Teams answering intervention/safety plan components question
Programming to build relationships with trusted adults | 1 | 4 | 42 | 53 | 1 | 99 | 99
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Skill-building services or programs: never 2, rarely 13, sometimes 49, often 34, no option 3, availa
Sample (N = 1384) · Teams answering intervention/safety plan components question
Skill-building services or programs | 2 | 13 | 49 | 34 | 3 | 97 | 96
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Behavioral or movement controls in school: never 2, rarely 14, sometimes 51, often 31, no option 2,
Sample (N = 1384) · Teams answering intervention/safety plan components question
Behavioral or movement controls in school | 2 | 14 | 51 | 31 | 2 | 98 | 96
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Behavioral corrections or discipline: never 2, rarely 7, sometimes 42, often 46, no option 2, availa
Sample (N = 1384) · Teams answering intervention/safety plan components question
Behavioral corrections or discipline | 2 | 7 | 42 | 46 | 2 | 98 | 96
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Programming to build peer relationships and engagement: never 3, rarely 18, sometimes 49, often 27,
Sample (N = 1384) · Teams answering intervention/safety plan components question
Programming to build peer relationships and engagement | 3 | 18 | 49 | 27 | 3 | 97 | 94
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Family support and intervention programming: never 4, rarely 21, sometimes 49, often 17, no option 8
Sample (N = 1384) · Teams answering intervention/safety plan components question
Family support and intervention programming | 4 | 21 | 49 | 17 | 8 | 92 | 88
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Academic or vocational programming: never 6, rarely 30, sometimes 40, often 9, no option 15, availab
Sample (N = 1384) · Teams answering intervention/safety plan components question
Academic or vocational programming | 6 | 30 | 40 | 9 | 15 | 85 | 79
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Substance use treatment: never 18, rarely 30, sometimes 25, often 5, no option 21, available 79, use
Sample (N = 1384) · Teams answering intervention/safety plan components question
Substance use treatment | 18 | 30 | 25 | 5 | 21 | 79 | 61
cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?
70 percent provided free skill-building services; 58 percent free family support and intervention pr
Sample (N = 1374) · Appendix A table base (respondents answering the table question; see note for tables)
Additionally, 70 percent of schools provided skill-building services free of charge to students referred to BTAM, and 58 percent provided free family support and intervention programming (also either at schools or by placing the student in an outside program).
cite page 68 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Principals’ responses show schools use a variety of interventions addressing root causes
Principals’ responses demonstrate that schools are using a variety of interventions to address the root cause of student behaviors and treat a broad range of student needs.
BTAM efforts reflect commitment to supportive measures over exclusionary discipline or police
School BTAM efforts generally reflect a commitment to using supportive measures that address root causes of concerning behaviors, rather than relying primarily on exclusionary discipline practices or referrals to law enforcement.
Discussion: schools prioritize counseling, trusted relationships, skill-building over restriction
Survey results show that schools prioritize interventions, such as counseling with mental health professionals, building trusted relationships with adults, and skill-building services over restrictive measures.
A.41 Skill-building services or programs (e.g., social skills or life-skills program...: 70.2 / 70.0
Sample (N = 1601 | 1374 by column) · Table A.41 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Skill-building services or programs (e.g., social skills or life-skills programming, leadership development) | 70.2 | 70.0
A.41 Substance use treatment: 34.9 / 36.6
Sample (N = 1601 | 1374 by column) · Table A.41 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Substance use treatment | 34.9 | 36.6
A.41 Family support and intervention programming: 57.1 / 57.9
Sample (N = 1601 | 1374 by column) · Table A.41 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Family support and intervention programming | 57.1 | 57.9
A.41 N/A; When these services are recommended by the BTAM team, the student’s family...: 13.2 / 13.1
Sample (N = 1601 | 1374 by column) · Table A.41 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
N/A; When these services are recommended by the BTAM team, the student’s family must pay the costs or be reimbursed through their own insurance coverage | 13.2 | 13.1
Table A.41 note: Respondents were instructed to select all that apply.
Respondents were instructed to select all that apply.
Table A.41 note: Only respondents who said their school has a school- or district-level BTAM team...
Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) saw this question.
Table A.41 note: Respondents only saw a response option if they indicated previously that this re...
Respondents only saw a response option if they indicated previously that this response option was used rarely, sometimes, or often.
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