Figure 2.1: Official BTAM team 82 percent
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
Official BTAM team | 82
NCIER®
Report page 27
Claims on this page
Figure 2.1: School-level team only 25 percent
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
School-level team only | 25
Figure 2.1: District-level team only 13 percent
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
District-level team only | 13
Figure 2.1: Teams located at both levels 43 percent
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
Teams located at both levels | 43
Figure 2.1: Alternative team performing BTAM functions 14 percent
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
Alternative team performing BTAM functions | 14
Figure 2.1: No BTAM team 3 percent
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
No BTAM team | 3
Figure 2.1: Supported by BTAM team external to school district 9 percent
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
Supported by BTAM team external to school district | 9
Figure 2.1 note: survey item on having a BTAM team or other formal group at school or district
“During this school year (2024–2025), does your school or school district have a behavioral threat assessment and management (BTAM) team or any other formal group of persons tasked with identifying and assessing students who might be at risk for violent or harmful behavior (toward themselves or others)?”
Figure 2.1 note: survey item on whether the BTAM team is housed at school or district level
“Is the BTAM team(s) housed at the school or district level, or both?”
Figure 2.1 note: survey item on whether an outside BTAM team serves the school
“Some schools are served by BTAM teams external to a school or district. These teams may be managed by a community organization; a local, county, state, or federal government entity; a law enforcement agency; or other organizations. Is your school served by an outside BTAM team?”
Figure 2.1 note: survey item on a school-based team not called BTAM; N = 1,746
“Does your school have a school-based team that makes decisions regarding serious student behavioral concerns that is not referred to as a behavioral threat assessment and management (BTAM) team? This could be a team associated with a multi-tiered system of support (MTSS) or positive behavioral interventions and supports (PBIS) that makes decisions about individualized interventions for serious behavioral concerns” (N = 1,746)
Figure 2.1 note: principals answering Don’t know were counted as a no
For principals who responded to the above items with “Don’t know,” we counted their school as a “no.”
Figure 2.1 note: one hundred boxes represent the U.S. population of public schools
One hundred boxes are used to represent the U.S. population of public schools.
Figure 2.1 note: percentages and shading may not align or sum to 100 because of rounding
Percentages and shading may not align or sum to 100 because of rounding.
Principals were asked to consider teams managed by community, government, or law enforcement bodies
We asked principals to consider teams managed by a community organization; a local, county, state, or federal government entity; a law enforcement agency; or other organizations.
External BTAM teams are not a primary focus, so limited information is available
Because these external BTAM teams are not a primary focus of this report, we have limited information available about them and how schools engage with them.
Most principals were only “somewhat familiar” with outside BTAM teams’ operation and processes
Furthermore, most principals noted they were only “somewhat familiar” with the operation and processes of these outside BTAM teams.
Schools’ use of BTAM has increased over time (Figure 1.1)
As shown in Figure 1.1, schools’ use of BTAM has increased over time.
State policy context likely affects whether and how rapidly schools implement new practices
Although individual schools may adopt new school safety approaches individually or at the district level, the state policy context—that is, whether schools are subject to legal requirements or receive incentives to adopt BTAM—likely affects the extent to which and how rapidly schools implement new practices.
States mandating BTAM might fund state agencies for training or publish guidelines
States that mandate BTAM in schools, for example, might fund their state-level school agencies to provide BTAM-specific training to schools at no cost, or publish guidelines to aid implementation.
Virginia’s BTAM law was enacted in 2013; Florida and New Jersey mandates are more recent
Some states took definitive steps to push their schools to implement BTAM relatively early (e.g., Virginia’s law relating to BTAM was enacted in 2013), while others have established legislative mandates more recently (e.g., Florida, New Jersey).
Other states encouraged adoption through guidance without a legislative mandate
Other states took steps to encourage adoption, for example, by publishing guidance and recommendations without a legislative mandate
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