School violence and threats remain a significant concern in K–12 education
School violence and threats remain a significant concern in K–12 education.
NCIER®
Summary
Report pages 6–9: 68 claims on pp. 6–8 (fact 36, statement 8, evidence 3, conclusion 13, conjecture 7, definition 1).
Claims in this section
BTAM is a widely adopted approach using multidisciplinary teams to evaluate and respond to concernin
To enhance the safety of children in schools, behavioral threat assessment and management (BTAM) has become a widely adopted approach to preventing violence and other harmful outcomes by bringing together multidisciplinary teams to systematically evaluate and appropriately respond to concerning student behaviors or threats.
BTAM helps manage safety risks and reduce reliance on suspensions or expulsions
By appropriately assessing risk of harm and providing tailored interventions, BTAM helps schools manage safety risks while supporting student well-being and reducing reliance on suspensions or expulsions, which research shows can have lasting negative effects and may not effectively reduce the risk of school violence.
NTAC sponsored a multiyear HSOAC research effort on BTAM practices and implementation in K–12 school
As part of its long-standing effort to improve and foster the adoption of BTAM as a strategy to prevent targeted violence, the National Threat Assessment Center (NTAC) has sponsored a multiyear research effort carried out by the Homeland Security Operational Analysis Center (HSOAC) that is focused on BTAM practices and their implementation in K–12 schools.
Joint effort included a nationally representative survey of 1,746 principals
To provide a comprehensive picture of BTAM implementation, the practices that schools are using to identify and manage potential threats to schools, and the potential solutions to strengthen BTAM across the United States, the joint HSOAC-NTAC research effort included a nationally representative survey of 1,746 principals across the country implementing BTAM practices at their schools.
Survey asked about implementation, team composition, incidents referred, and operating, sustaining a
Survey respondents were asked questions about the initial implementation of their school’s BTAM program, the composition of their BTAM team, and the types of incidents referred to and addressed by their BTAM team, as well as a broad set of questions about operating, sustaining, and improving BTAM practices at their schools.
Each respondent also answered scenario-based questions
Each survey respondent also answered a set of scenario-based questions representative of incidents they might experience at their schools, for more insight into how their schools use BTAM as a violence prevention tool.
Survey data are the first of their kind to look comprehensively at BTAM operationalization
The data collected in this survey are the first of their kind to look comprehensively at how BTAM is being operationalized in schools across the country.
Survey was fielded in January 2025
The survey was fielded in January 2025.
Prior studies were specific to one model, confined to single states, or based on small interview or
Although several studies have sought to understand the impact of threat assessment programs on various school-level outcomes, including violence prevention, to date these reports have been specific to a single threat assessment model; confined to understanding trends in single states; or based on interviews or surveys of a small number of individuals.
Primary goal: use a nationally representative sample of administrators to understand BTAM implementa
Therefore, the primary goal of this report is to draw on a nationally representative sample of school administrators to understand how BTAM is being implemented and operationalized across the country.
BTAM adoption is becoming a nearly ubiquitous practice across U.S. schools
Adoption of BTAM as part of school safety efforts is becoming a nearly ubiquitous practice across U.S. schools.
A decade ago fewer than half of schools had BTAM teams
Sample (n = undeterminable of undeterminable) · Federal SSOCS / School Pulse Panel national estimates of schools with a BTAM team
This level of effort marks a dramatic increase from a decade ago, when fewer than half of schools had BTAM teams.
Main challenge now is effective and consistent implementation, not adoption
The main challenge now is not encouraging adoption but rather ensuring effective and consistent implementation.
Schools should focus on refining practices and sustaining programs
Schools should focus on refining practices and sustaining programs, with ongoing support as needed to institutionalize best practices and build long-term capacity.
State-level BTAM policies are likely helping schools implement BTAM
State-level policies related to BTAM, whether through legislation or non-codified policy, are likely helping schools implement BTAM.
Schools in states with early mandates or encouragement are further along, with more standardized mee
Schools in states with early mandates or policy encouragement for BTAM are further along in implementation, with more standardized meeting schedules and written procedures.
Progress may be due to earlier access to training and funding
This progress may be due to earlier access to training and funding.
State-level support appears to play a key role in advancing BTAM practices
State-level support appears to play a key role in advancing BTAM practices.
Responses suggest schools scope BTAM programs to the most severe, high-risk cases
Responses suggest that schools are appropriately scoping their BTAM programs to focus on the most severe and high-risk cases of student behavior.
Report gives a picture of the state of BTAM in K–12 public schools in 2025
This report takes an in-depth look at the results of that survey, providing a picture of the state of BTAM in K–12 public schools across the country in 2025.
The first-of-its-kind survey revealed the following key highlights
This first-of-its-kind survey revealed the following key highlights:
Concerns about BTAM use for minor behavioral issues have not materialized, per principal reports
behavioral issues have not materialized, at least according to our principal reports.
Why inferred The sentence crosses a page break: this quote is the page 7 part and the sentence begins on page 6. Full sentence (pages 6–7): “Concerns that BTAM might be used for minor behavioral issues have not materialized, at least according to our principal reports.”
Schools maintain clear referral thresholds focused on serious safety concerns
Schools are maintaining clear thresholds for referring cases to BTAM teams, focusing on serious safety concerns.
Focused approach helps preserve the integrity of the threat assessment process
This focused approach helps preserve the integrity of the threat assessment process.
Most schools incorporate individualized interventions into threat management plans
Most schools are incorporating individualized interventions into plans developed as part of the threat management process, tailoring supports to meet the specific needs and circumstances of students.
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.
Scenario responses show interventions matched to case complexity
Scenario-based responses show that interventions are matched to the complexity of each case.
Individualized approach is appropriate for the diverse needs seen in BTAM cases
This individualized approach is appropriate for the diverse needs seen in BTAM cases.
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.
Even in the most severe scenarios, supportive interventions were the largest share of responses
Even in the most severe scenarios presented to principals, supportive interventions consistently composed the largest share of response strategies.
Over 75 percent rarely or never use exclusionary discipline; 80 percent rarely or never arrest or pr
Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
Over 75 percent said they rarely or never use exclusionary discipline, and 80 percent rarely or never arrest or prosecute students referred to BTAM teams.
Pattern demonstrates BTAM teams function as intended: prevention focused on early intervention and s
This pattern demonstrates that BTAM teams function as intended—as a preventative approach focused on early intervention and support rather than punishment that helps students address underlying issues while keeping them connected to school.
Approach aligns with best practices and supports positive student outcomes
This approach aligns with best practices and supports positive student outcomes.
Parents are a key part of schools' behavioral threat management processes
Parents are a key part of schools’ behavioral threat management processes.
Only 20 percent of schools directly involve parents in intervention planning; most consult them
Sample (N = 1379) · Appendix A table base (respondents answering the table question; see note for tables)
Although only 20 percent of schools directly involve parents in intervention planning, most consult with them during the process.
One-third of schools identify lack of parent participation as a significant challenge
Sample (N = 1376) · Teams answering the BTAM program challenges question (Figure 13.3; Table A.56)
Parent engagement is seen as crucial to the success of intervention plans, with one-third of schools identifying a lack of parent participation as a significant challenge.
Highlights the importance of family buy-in for effective BTAM implementation
This highlights the importance of family buy-in for effective BTAM implementation.
Principals believe BTAM has a net positive impact on safety and school climate
Principals around the country believe that BTAM is having a net positive impact on improving safety at their schools and also helping to create more positive school climates.
Principals report reductions in crime, violence and self-harm and view BTAM as preferable to exclusi
Principals report reductions in crime, violence, and self-harm and view BTAM as preferable to exclusionary discipline.
Many principals believe BTAM contributes to a safer, more supportive school environment
Many said they believe that BTAM contributes to a safer and more supportive school environment.
Survey also identified opportunities for future focus
Despite these strong overarching messages, our survey results also identified opportunities for future focus.
Principals identified five key challenges
In particular, principals identified the following five key challenges:
Most schools have adopted BTAM but there is considerable variability in models used
Even though most schools have adopted BTAM practices, there is still considerable variability in the models they use.
Schools often blend national programs with local practices, leading to differences in implementation
Schools often blend elements from national programs with local practices, leading to significant differences in implementation.
Flexibility allows local adaptation but creates inconsistencies and challenges in measuring effectiv
Although this flexibility allows adaptation to local needs, it also creates inconsistencies and challenges in measuring effectiveness.
Greater coherence and guidance are needed to ensure fidelity while allowing local adaptation
Greater coherence and guidance are needed to ensure fidelity to evidence-based frameworks while allowing for local adaptation.
Considerable variability in BTAM member training across schools
There is considerable variability in training for BTAM members across schools.
Fewer than half of schools provide annual training; many offer it only as needed
Sample (N = 1376) · Teams answering the BTAM training-frequency question (Figure 5.4)
Fewer than half of schools provide annual training, and many only offer it as needed, which may limit team members’ skills in such key areas as risk assessment and bias mitigation.
Training gaps are especially pronounced in urban and high-poverty schools
Training gaps are especially pronounced in urban and high-poverty schools.
Addressing training disparities with additional funding and support is essential
Addressing these disparities with additional funding and support is essential for effective violence prevention.
Lack of standardization across critical BTAM team functions and operations
There is a lack of standardization across critical BTAM team functions and operations.
Significant variability in team structure, meeting frequency, information-gathering, case reviews an
There is significant variability in how BTAM teams are structured; how often they meet; and how they conduct information-gathering, case reviews, and program evaluations.
Most schools rely on informal approaches; about half lack formal policies or SOPs
Sample (N = 1400) · Appendix A table base (respondents answering the table question; see note for tables)
Although some schools use structured processes, most rely on informal approaches, and about half lack formal policies or standard
Why inferred The sentence crosses a page break: this quote is the page 7 part and the sentence continues on page 8. Full sentence (pages 7–8): “Although some schools use structured processes, most rely on informal approaches, and about half lack formal policies or standard operating procedures.”
Inconsistency suggests many BTAM programs are not yet fully integrated or institutionalized
This inconsistency suggests that many BTAM programs are not yet fully integrated or institutionalized, highlighting the need for clearer tools and resources to support systematic and effective team operations.
Considerable variation in how teams deliver interventions and develop management plans
There is considerable variation in how BTAM teams deliver interventions and develop management plans for students.
Most teams focus on individualized interventions; wide differences in decisionmaking, resource use a
Although most teams focus on individualized interventions, there are wide differences in decisionmaking processes, resource use, and application of decision support tools.
Lack of consistency can affect quality and effectiveness of interventions
This lack of consistency can affect the quality and effectiveness of interventions, especially as many schools have only recently adopted BTAM.
Clearer guidance and best practices are needed for effective and fair interventions
Clearer guidance and best practices are needed to ensure that interventions are implemented effectively and fairly across schools.
Most schools conduct some review, but many lack deep or systematic continuous improvement
Although most schools conduct some form of review or reflection process to understand the impact that BTAM is having on such student- and school-level outcomes as violence rates and the use of exclusionary discipline, many lack deep or systematic approaches to continuous improvement.
Few schools use systematic data analysis or validate interventions with trained staff
Few schools use systematic data analysis or validate interventions with trained staff.
Relying on a single review method limits ability to assess and improve BTAM
Relying on a single method for review limits the ability to assess and improve BTAM effectiveness.
Multiple robust feedback mechanisms are needed
Multiple robust feedback mechanisms are needed to ensure that programs achieve intended outcomes and continue to improve.
Findings underscore remarkable progress: near-universal implementation and focus on serious concerns
Findings from this nationally representative survey of K–12 principals underscore the remarkable progress schools have made in adopting BTAM programs, with near-universal implementation and a clear focus on addressing the most serious safety concerns through individualized, supportive interventions.
Rapid expansion introduced variability in models, practices and training, which may undermine consis
However, the rapid expansion of BTAM has also introduced significant variability in terms of the models schools are using, operational practices, and training, which may undermine the consistency and effectiveness of these efforts across schools.
Schools and agencies should prioritize evidence-based frameworks, standardized procedures and robust
To fully realize the potential of BTAM as a cornerstone of school safety, schools and supporting agencies should prioritize the development and dissemination of evidence-based frameworks, standardized procedures, and robust training opportunities—while maintaining the flexibility needed to adapt to local contexts.
Continuous improvement and access to resources and training will be essential
Strengthening continuous improvement processes and ensuring access to resources and training will be essential for institutionalizing best practices, enhancing program fidelity, and safeguarding the well-being of all students.
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