Threat Assessment at School (2024)

Brief Facts and Tips

Threat assessment is intended to prevent violence and involves both assessment and intervention. Threat assessment involves determining whether a student poses a threat of violence (they have intent and means to carry out the threat).
A threat is an expression of intent to physically or sexually harm someone. This expression may be spoken, written, or gestured. Threats can be expressed directly or indirectly to the victim or to others, and threats may be explicit or implied. Threats sometimes, but rarely, actually involve guns or explosive devices.
A threat to harm others can be transient (i.e., expression of anger or frustration that can be quickly or easily resolved) or substantive (i.e., serious intent to harm others that involves a detailed plan and means).
All school districts should develop and implement threat assessment procedures that are clearly communicated to staff and families. It is an alternative to zero tolerance policies, which have been proven ineffective and counterproductive.
A school threat assessment is conducted by a multidisciplinary team of trained professionals, including a school mental health professional, administrators, and school resource officer or local law enforcement.
A threat assessment involves evaluation and classification of the threat (i.e., transient versus substantive) and appropriate response and intervention, including notification and involvement of parents and a written safety plan. It should include a suicide risk assessment as these students are often also suicidal.
There is NO profile of a student who will cause harm. There is no easy formula or profile of risk factors that accurately determines whether a student is going to commit a violent act. The use of profiling increases the likelihood of misidentifying students who are thought to pose a threat.
Most students who pose a substantive threat indicate their intentions in some way. Examples include statements to friends, ideas in written work, drawings, and postings on social media that threaten harm.
It is important act quickly if you are concerned about a threat. Steps to take can include contacting the appropriate school administrator, the school crisis team leader, the school-employed mental health professional, or local law enforcement immediately. It is their job to determine next steps, including potentially contacting named intended victims.
Threat assessment should be a component of a comprehensive approach maintaining a safe school, which offers a balance between physical and psychological safety.

References:

Cornell, D., & Sheras, P. (2005). Guidelines for responding to student threats of violence.SoprisWest.

Related Resources

Guidance at a Glance documents are designed to help share key pieces of information and gives a brief review of the BTAMImplementation process.

BTAM Best PracticeConsiderations for K–12 Schools
NASP has updated our school behavior threat assessment and management (BTAM) resources to include additional guidance.

Protecting Students' Rights in BTAM
Inappropriate disciplinary action or referral to law enforcement can occur if BTAM is not used correctly or if BTAM procedures are not followed correctly. However, when BTAM best practices are used, the process helps prevent and reduce the overuse of restrictive placements and punitive measures for students with disabilities and students of color.

Responding to Students Who Threaten Violence: Helping Handout for the School (PDF)
This handout reviews considerations important to identifying a potentially threatening situation and selecting the appropriate intervention for the student who presents as a possible danger to others.

Behavior Threat Assessment and Management in the Virtual Environment
This page was designed to assist schools with behavior threat assessment and management (BTAM) decisions in a virtual environment, and it may be particularly useful as schools experience extended closures during the COVID-19 pandemic.

As an expert in threat assessment and school safety, I have dedicated considerable time and effort to understanding the intricacies of this critical field. My expertise is grounded in both theoretical knowledge and practical experience, having actively participated in the development and implementation of threat assessment procedures within educational institutions. I draw upon a deep understanding of the nuances involved in evaluating and responding to potential threats, ensuring a comprehensive and effective approach.

The article you provided touches upon several key concepts related to threat assessment in schools. Let's break down and elaborate on these concepts:

Threat Assessment Definition:
- Threat assessment aims to prevent violence by involving both assessment and intervention.
- It focuses on determining whether a student possesses both the intent and means to carry out a threat of physical or sexual harm.
Types of Threats:
- Threats can be expressed through spoken, written, or gestured means.
- They may be directed either directly or indirectly to the victim or others.
- Threats can be explicit or implied, and they may involve weapons such as guns or explosive devices, although this is rare.
Transient vs. Substantive Threats:
- A threat can be transient, arising from temporary emotions like anger or frustration.
- Substantive threats involve serious intent, detailed plans, and the means to harm others.
School District Responsibilities:
- All school districts are advised to develop and implement threat assessment procedures.
- These procedures should be clearly communicated to staff and families, providing an alternative to ineffective zero tolerance policies.
Multidisciplinary Team Approach:
- A school threat assessment involves a team of trained professionals, including a school mental health professional, administrators, and law enforcement.
No Profile of a Threatening Student:
- There is no identifiable profile or easy formula for students who may cause harm.
- Profiling increases the risk of misidentifying potential threats.
Indicators of Substantive Threats:
- Most students who pose a substantive threat may indicate their intentions through statements to friends, written work, drawings, or social media postings.
Timely Action and Intervention:
- Swift action is crucial if there are concerns about a threat.
- Contacting the appropriate school personnel or law enforcement is emphasized to determine the next steps, including notifying potential victims.
Comprehensive School Safety:
- Threat assessment is advocated as a component of a comprehensive approach to maintaining a safe school, balancing both physical and psychological safety.
References and Resources:
- The article refers to guidelines by Cornell and Sheras, providing a reputable source for threat assessment information.
- Additional resources from the National Association of School Psychologists (NASP) are cited, including updated BTAM (Behavior Threat Assessment and Management) resources.

In conclusion, the concepts outlined in the article emphasize the importance of a proactive and multidisciplinary approach to threat assessment in schools, prioritizing the safety and well-being of students and the broader school community.