Report page 44

BTAM team composition likely related to which personnel are present at school

The composition of schools’ BTAM teams is likely related to which personnel are present at school—either employed directly by the district or as part of a contract agreement.

• Mental Health
• Team Composition

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Schools with regular access to specialized staff are more likely to include them on BTAM teams

That is, schools with regular access to specialized staff are more likely to include these staff on their BTAM teams, compared with schools that lack such regular access.

• Mental Health
• Team Composition

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Staff at school full/part time: counselor 89 percent, nurse 89 percent, psychologist 67 percent, swo

Sample (N = 1746) · All principals, staff available at school question

Unsurprisingly, we found that some types of staff were much more common than others, with principals reporting as follows: school counselor (89 percent), school nurse (89 percent), school psychologist (67 percent), sworn law enforcement officer (58 percent), social worker (56 percent), and security guard (22 percent).

• Law Enforcement
• Mental Health
• Team Composition

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Middle and high schools more likely to have school-based law enforcement and other security staff

For example, middle and high schools were more likely to have school-based law enforcement officers and other security staff who are not law enforcement officers present at school.

• Grade Level Scope
• Law Enforcement
• Subgroup Differences

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Low-poverty schools more likely than middle- and especially high-poverty schools to have social work

Meanwhile, low-poverty schools were more likely than their middle- and especially high-poverty counterparts to have social workers and school psychologists.

• Mental Health
• Subgroup Differences

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Rural schools less likely to have mental health personnel but more likely to have sworn law enforcem

Rural schools were also less likely to have mental health personnel available, but they were more likely to have sworn law enforcement officers (including SROs).

• Mental Health
• School Resource Officers
• Subgroup Differences

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Table 5.1 Total: couns 89, nurse 89, SW 56, psych 67, SBLE 58, guard 22

Sample (N = 1746) · All principals, staff available at school question

Total | 89 | 89 | 56 | 67 | 58 | 22

• Subgroup Differences
• Team Composition

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Table 5.1 Elementary: couns 84, nurse 90, SW 51, psych 68, SBLE 47, guard 16

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Elementary | 84 | 90 | 51 | 68 | 47 | 16

• Subgroup Differences
• Team Composition

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Table 5.1 Middle: couns 96, nurse 91, SW 63, psych 72, SBLE 74, guard 26

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Middle | 96 | 91 | 63 | 72 | 74 | 26

• Subgroup Differences
• Team Composition

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Table 5.1 High: couns 97, nurse 86, SW 63, psych 62, SBLE 73, guard 34

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

High | 97 | 86 | 63 | 62 | 73 | 34

• Subgroup Differences
• Team Composition

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Table 5.1 Urban: couns 87, nurse 88, SW 60, psych 72, SBLE 41, guard 32

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Urban | 87 | 88 | 60 | 72 | 41 | 32

• Subgroup Differences
• Team Composition

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Table 5.1 Suburban: couns 88, nurse 91, SW 66, psych 82, SBLE 61, guard 25

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Suburban | 88 | 91 | 66 | 82 | 61 | 25

• Subgroup Differences
• Team Composition

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Table 5.1 Rural: couns 92, nurse 88, SW 46, psych 53, SBLE 67, guard 13

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Rural | 92 | 88 | 46 | 53 | 67 | 13

• Subgroup Differences
• Team Composition

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Table 5.1 High neighborhood poverty: couns 92, nurse 89, SW 51, psych 55, SBLE 53, guard 28

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

High | 92 | 89 | 51 | 55 | 53 | 28

• Subgroup Differences
• Team Composition

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Table 5.1 Middle neighborhood poverty: couns 90, nurse 88, SW 55, psych 65, SBLE 61, guard 20

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Middle | 90 | 88 | 55 | 65 | 61 | 20

• Subgroup Differences
• Team Composition

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Table 5.1 Low neighborhood poverty: couns 84, nurse 92, SW 63, psych 84, SBLE 51, guard 24

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Low | 84 | 92 | 63 | 84 | 51 | 24

• Subgroup Differences
• Team Composition

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Table 5.1 Small district: couns 88, nurse 88, SW 51, psych 63, SBLE 62, guard 15

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Small | 88 | 88 | 51 | 63 | 62 | 15

• Subgroup Differences
• Team Composition

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Table 5.1 Large district: couns 90, nurse 91, SW 62, psych 74, SBLE 52, guard 31

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Large | 90 | 91 | 62 | 74 | 52 | 31

• Subgroup Differences
• Team Composition

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Table 5.1 note: survey question 'Which of the following staff members do you have at your school, ei

This table presents response data from the following survey question: “Which of the following staff members do you have at your school, either full or part time?” (N = 1,746).

• Sample
• Survey Methodology

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Principals confirmed which specialized staff are present at school full or part time (Table 5.1)

We confirmed with principals what types of specialized staff—counselors, nurses, social workers, psychologists, sworn law enforcement officers, and security guards—are present at their schools either full time or part time (see Table 5.1).

• Staffing Constraints
• Team Composition

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Some types of schools much more likely than others to have these personnel available

Importantly, some types of schools were much more likely to have these personnel available than others.

• Staffing Constraints
• Subgroup Differences

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?