Conclusion claims

The tragic events of the February 14, 2018 shooting at Marjory Stoneman Douglas High School in Parkland, Florida, and the May 18, 2018 shooting at Santa Fe High School in Santa Fe, Texas, demonstrated the ongoing need to provide leadership in preventing future school attacks.

Keeping our school children safe requires the shared commitment from states, school boards, and communities with the ability to dedicate resources to this critical issue.

Ensuring safe environments for elementary and secondary school students, educators, administrators, and others is essential.

The information gleaned from these studies underscores the importance of establishing a threat assessment process in schools to enhance proactive targeted violence prevention efforts.

When establishing threat assessment capabilities within K-12 schools, keep in mind that there is no profile of a student attacker.

Rather than focusing solely on a student’s personality traits or school performance, we can learn much more about a student’s risk for violence by working through the threat assessment process, which is designed to gather the most relevant information about the student’s communications and behaviors, the negative or stressful events the student has experienced, and the resources the student possesses to overcome those setbacks and challenges.

When creating these plans, schools should consult with legal representatives to ensure that they comply with any applicable state and federal laws or regulations.

Teams should include personnel from a variety of disciplines within the school community, including teachers, guidance counselors, coaches, school resource officers, mental health professionals, and school administrators.

The multidisciplinary nature of the Team ensures that varying points of view will be represented and that access to information and resources will be broad.

The Team needs to have a specifically designated leader. This position is usually occupied by a senior administrator within the school.

Teams should establish protocols and procedures that are followed for each assessment, including who will interview the student of concern; who will talk to classmates, teachers, or parents; and who will be responsible for documenting the Team’s efforts.

Established protocols allow for a smoother assessment process as Team members will be aware of their own roles and responsibilities, as well as those of their colleagues.

Team members should meet whenever a concerning student or situation has been brought to their attention, but they should also meet on a regular basis to engage in discussions, role-playing scenarios, and other team-building and learning activities.

This will provide members of the Team with opportunities to work together and learn their individual responsibilities so that when a crisis does arise, the Team will be able to operate more easily as a cohesive unit.

to establish policies defining prohibited behaviors that are unacceptable and therefore warrant immediate intervention.

School policies should also identify behaviors that may not necessarily be indicative of violence, but also warrant some type of intervention.

The threshold for intervention should be relatively low so that Teams can identify students in distress before their behavior escalates to the point that classmates, teachers, or parents are concerned about their safety or the safety of others.

It is much easier to intervene when the concern is related to a student’s struggle to overcome personal setbacks, such as a romantic breakup, than when there are concerns about threats posed to others.

Gathering information about these behaviors will help the Team assess whether the student is at risk for attacking the school or its students and identify strategies to mitigate that risk.

When this occurs, those around the student need a method of reporting their concerns to the Team.

Students, teachers, staff, school resource officers, and parents should be provided training and guidance on recognizing behaviors of concern, their roles and responsibilities in reporting the behavior, and how to report the information.

Teams need to be sure that a team member proactively monitors all incoming reports and can respond immediately when someone’s safety is concerned.

Regardless of what method schools choose to receive these reports, there should be an option for passing information anonymously, as students are more likely to report concerning or threatening information when they can do so without fear of retribution for coming forward.

The school community should feel confident that team members will be responsive to their concerns, and that reports will be acted upon, kept confidential, and handled appropriately.

vast majority of incidents or concerns that are likely to be reported can be handled by school personnel using school or community resources.

Reports regarding student behaviors involving weapons, threats of violence, physical violence, or concerns about an individual’s safety should immediately be reported to local law enforcement.

This is one reason why including a school resource officer or local law enforcement officer on the Team is beneficial.

If a school resource officer is not available to serve on the Team, schools should set a clear threshold for times and situations when law enforcement will be asked to support or take over an assessment.

Teams need to establish clearly defined processes and procedures to guide their assessments.

Note that any safety concerns should be immediately addressed before the procedures described below take place.

When followed, the procedures should allow the Team to form an accurate picture of the student’s thinking, behavior, and circumstances to inform the Team’s assessment and identify appropriate interventions.

Maintain documentation to keep track of when reports come in; the information that is gathered; when, where, and how it was obtained; who was interviewed; the behaviors and circumstances of the student of concern; and the intervention strategies taken.

Documentation requirements, such as forms and templates, should be included in the plan to ensure standardization across cases.

Use a community systems approach. An effective approach for gathering information to assess a student of concern is to identify the sources that may have information on the student’s actions and circumstances. This involves identifying the persons with whom the student has a relationship or frequently interacts and the organizations or platforms that may be familiar with the student’s behaviors.

Gathering information from multiple sources ensures that Teams are identifying concerning behaviors, accurately assessing the student’s risks and needs, and providing the appropriate interventions, supports, and resources.

Examine online social media pages, conduct interviews, review class assignments, and consider searching the student’s locker or desk.

Team members should also review academic, disciplinary, law enforcement, and other formal records that may be related to the student.

When reviewing school records, be sure to determine whether the student has been the subject of previous reports to school officials, especially if the student has a history of engaging in other concerning or threatening behaviors. Also determine if the student received any intervention or supports and whether those were beneficial or successful.

Build rapport that can facilitate information-gathering efforts.

Evaluate the student’s concerning behaviors and communications in the context of his/her age and social and emotional development.

To ensure that these students are being accurately assessed, collect information from diverse sources, including the reporting party, the student of concern, classmates, teammates, teachers, and friends.

Consider whether those outside of their immediate circle, such as neighbors or community groups, may be in a position to share information regarding observed behaviors.

Teams should organize their information gathering around several themes or areas pertaining to the student’s actions, circumstances, and any other relevant threat assessment factors.

Addressing each theme is necessary for a complete assessment and may uncover other avenues of inquiry to help determine whether the student is at risk for engaging in violence.

Using the themes to identify where the student might be struggling will help the Team identify the most appropriate resources.

Keep in mind, there is no need to wait until the Team has completed all interviews or addressed every theme before taking action. As soon as an area for intervention is identified, suitable management strategies should be enacted.

If you can discover the student’s motivation for engaging in the concerning behavior that brought him/her to the attention of the Team, then you can understand more about the student’s goals.

The Team should also assess how far the student may be willing to go to achieve these goals, and what or who may be a potential target.

Understanding motive further allows the Team to develop management strategies that can direct the student away from violent choices.

Look for concerning, unusual, bizarre, threatening, or | On October 24, 2014, a 15-year-old male student opened violent communications the student made.

It is important for Teams to remember that a student who has not made threatening statements may still be at risk for engaging in violence.

Whether or not the student made a direct threat should not be the lone indicator of concern.

Gather information about whether the student has shown | In addition to determining whether the student has any an inappropriate or heightened interest in concerning topics such as school attacks or attackers, mass attacks, or other types of violence.

The context of the student’s interests is an important factor to consider. For example, a student’s interest in weapons may not be concerning if the student is a hunter or is on the school’s rifle team, with no evidence of an inappropriate or unhealthy fixation on weapons.

inappropriate interests or fascination with weapons, the Team should assess whether the student has access to weapons.

Because many school attackers used firearms acquired from their homes, consider whether the family keeps weapons at home or if there is a relative or friend who has weapons.

If there are weapons at home, the Team should determine if they are stored appropriately and if the student knows how to use them or has done so in the past.

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.

Assess whether the student experienced stressors in the past that are still having an effect, such as a move to a new school, and whether there might be additional setbacks or losses in the near future, like a relationship that might be ending. life, including at school with coursework, friendships, romantic relationships, or teammates; or outside of school with parents, siblings, or at jobs.

Teams should intervene and prevent bullying and cyberbullying of a student who has been brought to their attention.

More broadly, administrators should work to address any concerns regarding bullying school-wide and ensure their school has a safe climate for all students.

Anxiety, depression, thoughts of suicide, and other mental | Assess whether the student feels hopeless, desperate, health issues are important factors to consider when conducting an assessment.

Behaviors exhibited by a student with a diagnosed disorder need to be evaluated in the context of that diagnosis and the student’s known baseline of behavior.

If the student is experiencing feelings related to a diagnosable mental illness, such as depression, then the Team needs to consider the effect of these feelings on their behaviors when assessing the student’s risk of engaging in harm to self or others.

Determine if the student has had thoughts about or engaged in behaviors that would indicate the student’s desperation.

The Team should determine whether the student has felt this way before, how the student managed those feelings then, and whether those same resources for coping are available to the student now.

Consider whether the student has tried addressing the problems in a positive way, but was unable to resolve them, thereby leading to a sense of hopelessness about their situation.

The Team should look to see whether the student thinks violence is acceptable or necessary, if the student has used violence in the past to address problems, and whether the student has thought of alternative ways to address the grievances.

The Team should also assess whether peers, or others, support and encourage the student to use violence as a means to an end.

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

Assess whether parents, friends, classmates, teachers, or others who know the student are worried about the student and whether they have taken any actions in response to their concerns. Gather information on the specific behaviors that caused worry or fear.

Other behaviors that elicit concern may not necessarily be indicative of violence, but do require that the Team assess the behavior and provide appropriate supports. Examples of these behaviors include alcohol or drug use; behavior changes related to academic performance, social habits, mood, or physical appearance; conflicts with others; and withdrawal or isolation.

Determine whether the student’s thinking and behavior | Targeted attacks at school are rarely sudden or is organized enough to plan and execute an attack and whether the student has the resources to carry it out.

The Team should assess whether the student has made specific plans to harm the school.

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.

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.

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.

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.

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.

Each student who comes to the Team’s attention will require an individualized management plan. The resources and supports the student needs will differ depending on the information gathered during the assessment.

Sometimes management involves suspension or expulsion from school. When this is necessary, Teams and school administrators should consider how it might affect their ability to monitor the student.

Teams should develop strategies to stay connected to the suspended or expelled student to determine whether the student’s situation is deteriorating or the behaviors of concern are escalating so that they can respond appropriately.

Management plans should remain in place until the Team is no longer concerned about the student or the risk for violence. This is accomplished by addressing the following basic elements that can reduce the likelihood a student will engage in violence and provide support and resources for those in need.

Notify law enforcement immediately if a student is thinking about or planning to engage in violence, so that they may assist in managing the situation.

Make efforts to address the safety of any potential targets by altering or improving security procedures for schools or individuals and providing guidance on how to avoid the student of concern.

Create a situation that is less prone to violence by asking the family or law enforcement to block the student’s access to weapons, while also connecting the student to positive, prosocial models of behavior.

Another option may involve removing the student from campus for a period of time, while maintaining a relationship with the student and the student’s family.

Remove or redirect the student’s motive. Every student’s motive will be different, and motives can be redirected in a variety of ways.

These strategies may include bullying prevention efforts or offering counseling for a student experiencing a personal setback.

Reduce the effect of stressors by providing resources and supports that help the student manage and overcome negative events, setbacks, and challenges.

climates A crucial component of preventing targeted violence at schools relies on developing positive school climates built on a culture of safety, respect, trust, and social and emotional support.

Administrators can take action to develop and sustain safe school climates. • Break down “codes of silence” and help students feel empowered to come forward and share concerns and problems with a trusted adult.

Help students feel connected to the school, their classmates, and teachers. This is an important first step to creating school climates that are supportive, respectful, and safe.

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

Help students feel more connected to their classmates and the school.

Adults can also help students identify clubs or teams at school they can join or encourage them to start their own special interest group.

Create and promote safe school climates Schools can also support positive school climates by implementing school-wide Positive Behavioral Interventions and Supports (PBIS) programs.

While teachers and staff can foster relationships and connectedness among the student body, students themselves have a role to play in sustaining safe school climates.

They should be actively engaged in their schools, encouraged to reach out to classmates who might be lonely or isolated, and empowered to intervene safely when they witness gossiping, teasing, and bullying.

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.

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.

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.

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.

Parents should also be trained on the threat assessment process at their child’s school and their role in that process.

They should be clear on who to call, when, and what information they should be ready to provide.

Not every school will have a school resource officer, but schools can still develop relationships with local law enforcement agencies and personnel.

Schools can encourage local officers to co-teach classes at the school, serve as coaches or assistant coaches of sports teams, and work with parents and teachers at after-school events.

Like parents and teachers, local law enforcement and school resource officers need to be aware of the school’s threat assessment process and their own responsibilities once a threat is identified.

Training for law enforcement and school resource officers should also provide familiarity with emergency response procedures the school has in place and the layout of the campus.

It is much easier to work through an emergency situation when schools and law enforcement are already familiar with each other and their procedures.

It is critical to develop and implement emergency response plans and procedures and provide training on them to all stakeholders.

For example, procedures should be developed for reporting emergencies, evacuation procedures and routes, use of emergency notification systems, and information regarding local hospitals or trauma centers.

Law enforcement and first responders should be apprised of these plans and procedures and know how to implement them.

Everyone has a role in preventing school violence and creating safe school climates.

The threat assessment procedures detailed in this guide are an important component of school safety and security efforts and have been determined to be the best-practice in the prevention of targeted school violence.

Nevertheless, it encourages schools to set a low threshold when identifying students who might be engaging in unusual behavior, or experiencing distress, so that early interventions can be applied to reduce the risk of violence or other negative outcomes.