The final component of a comprehensive targeted violence prevention plan is to identify training needs for all stakeholders, including faculty, staff, and administrators; students; parents; and school resource officers or local law enforcement.
School safety is everyone’s responsibility. Anyone who could come forward with concerning information or who might be involved in the assessment process should be provided with training.
Effective training addresses the goals and steps of an assessment, the type of information that should be brought forward, and how individuals can report their concerns.
It might be beneficial for staff and students to hear presentations, see videos, and role-play scenarios so they have a thorough understanding of their responsibilities and the steps they can take to keep their school safe.
Each audience will require a slightly different message, but some stakeholders may also benefit from attending training together, such as parents and students, or school faculty/staff and law enforcement personnel.
When developing a training program, consider how frequently each stakeholder will receive training, and whether to vary the delivery method of trainings. Also, each audience may have unique needs.
Every adult at school needs training related to threat assessment and violence prevention, including administrative, maintenance, custodial, and food service staff.
Training can include who should be notified when concerning or threatening information is discovered, what information should be brought forward, how school staff might learn about information, and the steps school staff can take to safely intervene with concerning or threatening situations.
Providing training on other topics, such as suicide awareness and prevention, conflict resolution, mental health, and developmental disabilities, might also allow school faculty, staff, and administrators to foster positive school climates.
Students need training on the threat assessment process, where to report concerns, and what information they should bring forward.
Students also need assurances that they can make a report to the Team or another trusted adult anonymously, that their information will be followed-up on, and will be kept confidential.
Training can also educate students about other actionable steps they can take to cultivate a safe school climate, including ways they can safely intervene with bullying, gossip, or name-calling.
Messaging should demonstrate to students that there is a big difference between “snitching,” “ratting,” or “tattling,” and seeking help. While snitching is informing on someone for personal gain, here, students are encouraged to come forward when they are worried about a friend who is struggling, or when they are trying to keep someone from getting hurt.
Remind students that if they are concerned about a classmate or friend, they need to keep speaking out until that person gets the help they need.
Finally, maintaining a safe school climate includes providing students with training or lessons to acquire skills and abilities to manage emotions, resolve conflicts, cope with stress, seek help, and engage in positive social interactions.
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