The Team should corroborate the student’s statements to determine that they are consistent with the student’s actions and behaviors and with what other people say about the student.
When inconsistencies are identified, the Team should then try to determine why that is the case.
For example, the student might say that he/she is handling a romantic break-up well, but posts on social media indicate the student is struggling to move on, and friends report that the student is more upset or angry about the break-up than reported.
Determine whether the inconsistency is because the student is deliberately hiding something or if the inconsistency stems from another underlying issue. For example, a depressed student may claim that they are isolated, even if they regularly go out with a large group of students.
If the inconsistency is deliberate, it is important to determine why the student feels the need to conceal his/her actions. The concealment may be as simple as a fear of facing punishment for some other inappropriate behavior, or it may be related to hidden plans for a violent act.
On June 10, 2014, a 15-year-old male student brought a rifle, handgun, nine magazines with ammunition, and a knife into the boy’s locker room at his high school. He had taken the weapons from his brother’s locked gun case in his home.
Once at school, he changed into all black clothing, and donned a helmet, face mask, and a non-ballistic vest. He then fatally shot one student and wounded a teacher. After being confronted by staff and law enforcement, the student fatally shot himself in a bathroom.
Prior to his attack, the student was an ordained deacon at his church and was appointed president of the deacon’s quorum. He participated in youth night at the church, Boy Scouts, youth basketball, and track. Friends described him as friendly and outgoing. He was also a member of the Junior Reserve Officers’ Training Corps (JROTC) and was fascinated with guns and the military.
Despite his outward appearance, some time prior to his attack, he wrote in a journal about his plans to kill his classmates and spoke harshly about “sinners,” which included people who smoked cigarettes and took the Lord’s name in vain.
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.
Find the Perfect Training Class For You
