Poorly implemented behavioral threat assessments may unintentionally put your most vulnerable students at risk, new research suggests. Here are five things to consider when adopting such systems.
As of April 2024, 85% of schools reported having a threat assessment team, according to new research from the Learning Policy Institute. The teams offer peer support, counseling and mental health care to intervene in violent student threats but not every effort achieves its mission.
Poorly implemented behavioral threat assessments pose several risks. The research points to a Texas Observer investigation that found only half of Texas school districts had threat assessment teams that included members with the required areas of expertise.
Another ProPublica investigation in Tennessee revealed that threat assessments were being carried out inconsistently. And in New Mexico, a Searchlight New Mexico investigation found that special education students and Black students were disproportionately referred for behavioral threat assessments for three consecutive years.
The researchers also cite concerns that most models require law enforcement officials to be involved in behavioral threat assessments too early in the process.
The presence of school resource officers on campus can lead to more severe disciplinary actions, particularly for Black students and students with disabilities.
Suspension rates for Black students rise as schools implement more security measures.
Positive and protective
The researchers argue that behavioral threat assessments should be conducted in a manner that is both positive and protective of students and schools. Here are some recommendations:
1. Root assessments within a positive school climate: Strong relationships are foundational for learning, mental health and emotional wellness. Violence prevention strategy must also support relationship-based schools.
2. Implementation and training: Studies question whether behavioral threat assessment teams are staffed adequately. Further research is needed to understand the composition of teams and the role of key support staff.
3. Designing systems to problem solve, not criminalize: Including law enforcement at the earliest stages of a threat assessment raises concerns about the potential negative impacts on students involved. Clear guidelines must cover when and how it is appropriate to include them.
4. Counseling and mental health support: Evidence shows that schools lack mental health supports to anchor behavioral threat assessments. Leaders must include the appropriate team members and ensure supports are available.
5. Collecting and reporting data: Behavioral threat assessment data, even when mandated by law, are not always collected consistently. Data must be reported accurately to determine if initiatives are effective.
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