To implement a threat assessment program effectively, a strong commitment and proactive leadership from the central administration of the school system are essential. Crafting a mission statement for the program can be beneficial in steering policy development and execution. This addresses what schools need to consider in deciding to use a threat assessment approach in an equitable way that protects student rights. This includes a review of existing safety practices and discipline policies, examination of staff resources, and administrative and school community support for threat assessment. Evaluate the following aspects to determine your school system’s initial preparedness for a threat assessment program:
Threat Assessment: Are you ready?
- Support from Administration
- Resources to support the program
- Willingness to allow teams to evaluate and make decisions regarding serious issues.
- Willingness to develop policies that will support the program.
The U.S. Secret Service guiding the National Threat Assessment Center published guidance for establishing a threat assessment program providing a framework including eight steps to implementing the program. These eight steps are summarized below.
Establish a multidisciplinary threat assessment team
Forming a multidisciplinary threat assessment team is a crucial initial step in readying your school for conducting threat assessments. The composition of the team can differ based on the resources and specific needs of the school district. It is advisable to include members from school administration, mental health professionals (such as counselors, psychologists, and social workers), law enforcement, and other relevant areas like special education.
Define prohibited and concerning behaviors
Before rolling out a threat assessment program, your school or district should establish policies that clearly define prohibited behaviors requiring immediate intervention, such as bullying and fighting. Additionally, policies should address behaviors that, while not necessarily violent, still warrant intervention, such as a significant drop in academic performance or increased absenteeism.
These policies should specify the types of communications or behaviors that should be referred to the threat assessment team. For instance, any communication expressing intent to harm someone, or concerning behaviors like engaging in a physical fight or bringing a lethal weapon to school, should trigger a threat assessment. Similarly, behaviors such as expressing admiration for individuals who have committed mass shootings should raise concern and prompt further inquiry, potentially leading to a threat assessment.
Create a central reporting mechanism
Schools implementing threat assessment programs should create multiple channels for all members of the school community to report threatening or concerning behaviors. To protect the identity of the reporter, these reports should remain confidential. Additionally, offering an option for anonymous reporting can encourage those who might otherwise hesitate to come forward. Here is a resource with information on anonymous reporting systems.
Determine the threshold for law enforcement intervention
While most threats can be managed by school staff, schools utilizing threat assessment should have clear procedures and policies for involving law enforcement. Experts recommend that each team, particularly in secondary schools, include a school resource officer (SRO) or law enforcement officer. Additionally, state laws may dictate when certain incidents must be reported to law enforcement. Law enforcement involvement in threat assessments can vary from consultation to direct actions like investigation and arrest in severe cases. Including law enforcement officers in training can enhance collaboration and consistency in threat assessment practices.
Establish threat assessment procedures
Teams should establish clear procedures to guide their assessments. These procedures should help teams develop an accurate understanding of the threat posed by the student or individual of concern and identify suitable interventions. Having these procedures ensures that the process can be evaluated to protect students’ rights.
Develop risk management options
After completing their initial assessment of the student, the team should focus on developing risk management strategies aimed at reducing the student’s risk of violence, rather than trying to predict violent behavior. It’s important for threat assessment teams to remember that prevention does not require prediction. They can identify risk factors and appropriate strategies to mitigate risk without labeling a student as dangerous or likely to commit a violent act. Often, the most effective way to reduce risk is to address the underlying problems or stressors motivating the threat. Threat management should include interventions and supports to help the student move towards a more positive path. Teams are more effective as problem-solvers than as predictors of future behavior.
Create and promote safe school climates
A positive school climate plays a crucial role in preventing violence. Such a climate is marked by mutual respect, trust, and social and emotional support for students. Teachers and staff promote diversity and encourage open communication between faculty and students. They actively intervene in conflicts and work to prevent bullying and harassment. Students feel comfortable seeking help from adults and sharing concerns about their peers’ well-being. This is an essential component of comprehensive school safety.
Conduct training for all stakeholders
As part of the threat assessment program, it’s crucial to educate all stakeholders, including faculty, school staff, students, and parents. Everyone in the school community should be informed about the program and understand their role in reporting concerns and providing relevant information regarding potential threats of violence.
Team membership
This section draws on survey results from K-12 threat assessment experts and a literature review to explore the roles of school administrators, counselors, law enforcement officers, psychologists, social workers, teachers, and other potential team members. It also discusses recommendations for team composition across different models. There is broad consensus that the most effective assessments are conducted through a team approach that incorporates diverse perspectives.
The following tables were provided by the National Center for School Safety
Who should be on a threat assessment team?
Who should lead the threat assessment team?
Team members should undergo joint training with clearly defined roles and expectations. The Secret Service has highlighted specific skills and training essential for team participation, such as a questioning mindset, strong interpersonal relationships within the school community, knowledge of child and adolescent development, and discretion in information gathering and evaluation.
If you are interested in learning about our active threat training, click here.