Protective factors

Gather information on stressors the student is experiencing, how the student is coping with them, and whether there are supportive friends or family who can help the student overcome them.

If possible, connect the student with more positive, prosocial role models who discourage violence and identify more acceptable ways to solve problems.

A thorough threat assessment requires understanding the full picture of a student’s behaviors and environment, which also includes accounting for the positive and prosocial influences on the student’s life.

The Team should identify factors that may restore hope to a student who feels defeated, desperate, or in a situation that is impossible to overcome. This includes determining whether the student has a positive, trusting relationship with an adult at school. This could be a teacher, coach, guidance counselor, administrator, nurse, resource officer, or janitor.

A trusted adult at school in whom the student can confide and who will listen without judgment can help direct a student toward resources, supports, and options to overcome setbacks.

Learn who the student’s friends are at school and if the student feels emotionally connected to other students. A student may need help developing friendships that they can rely on for support.

Positive situational or personal factors might help to deter a student from engaging in negative or harmful behaviors. Changes in a student’s life, such as having a new romantic relationship or becoming a member of a team or club, might discourage any plan to engage in violence.

The Team could also use activities or groups the student wants to take part in as motivation for the student to engage in positive and constructive behaviors, such as attending class, completing assignments, and adhering to a conduct or behavior code.

A suspended or expelled student might become isolated from positive peer interactions or supportive adult relationships at school.

At one school, administrators used a faculty meeting to identify students who lacked a solid connection with an adult at school. They provided faculty with a roster of enrolled students and asked them to place a mark next to students with whom they had a warm relationship. For students without a mark next to their name, popular, well-liked teachers and staff were asked to reach out and develop positive connections with them.

Encourage teachers and staff to build positive, trusting relationships with students by actively listening to students and taking an interest in what they say.