Dr. Eric Madfis, Associate Professor, School of Social Work & Criminal Justice University of Washington, Tacoma

According to recent Washington State legislation (HB 1216), all public schools must convene threat assessment teams to identify and assess the behavior of students who threaten themselves, other students, staff, school visitors, or school property. These school-based teams include representatives from school administration, school-employed mental health professionals, and law enforcement. In unusually complex or dangerous cases, a team will draw upon additional professionals in the local community. Depending on the determined level of concern, teams then develop and implement intervention strategies to manage the student’s behavior in ways that promote a safe, supportive teaching and learning environment, without unnecessarily excluding the student from the school.   

The threat assessment approach differs from problematic forms of violence risk assessment and prediction currently used in schools, such as the use of broad warning signs or profiles that often merely amount to stereotypes. Threat assessment focuses upon the substantive analysis of existing threats rather than attempts to forecast the future behavior of people based on aggregate characteristics (Madfis, 2020). This approach emphasizes that people who perpetrate acts of targeted violence lack a single homogeneous profile (Vosskuil et al., 2004), but if a threat is made, then the evaluation of a person’s background, lifestyle, behaviors, and access to weapons aids in determining whether the threat is credible and likely to lead to violence. Threat assessment involves: 1) identifying student threats to commit violence, 2) determining the seriousness of threats, and 3) developing intervention plans that protect potential victims and address the underlying problems or conflicts that fueled the threatening behavior. The threat assessment approach distinguishes between making a threat and posing a threat. That is, many people who make threats do not pose a serious risk of harm to a target. Further, not all threats are equivalent – how direct, detailed, developed, and actionable the threat is helps to assess seriousness (Cornell, 2013; Cornell & Sheras, 2006; O’Toole, 2000).

Threat assessment has been demonstrated to be one of the most reliable and evidence-based forms of school violence prevention. For example, Madfis’ (2020) recent research investigating averted incidents of school rampage attacks discovered that the proper utilization of threat assessment was often crucial in preventing mass killings from being carried out. Likewise, Cornell (2020) has repeatedly found that, in contrast to simplistic zero tolerance policies that result in school exclusions (such as suspensions, expulsions, and arrests) for a wide variety of often minor misconduct regardless of students’ intentions or the context of the situation, threat assessment has been proven to be one of the most effective ways to keep students in school.  Likewise, school threat assessment has been shown to diminish the school-to-prison pipeline and unnecessarily harsh punishment for students of color (Maeng, Cornell, & Huang, 2020). While questions remain about the best methods for implementing and supporting threat assessment practices to fidelity, it is a crucial approach that has immense potential to improve not only school safety but also to increase positive school climates and equity in school punishment.

What is Threat Assessment?

Threat Assessment is a preventative, trauma informed process utilizing early interventions to keep students safe and engaged in school.

This structured, multidisciplinary group process is used to evaluate the risk posed by a student or another person, typically as a response to an actual or perceived threat or concerning behavior.

The primary purpose is to prevent targeted violence and is centered on an analysis of the facts and evidence of behavior in each situation. Threat Assessment Protocols are designed with recommendations of experts and focus on situational variables, not demographic characteristics.

Threat Assessment Outcomes

The assessment conducted by the School-Based Threat Assessment Team may lead to:

• A specific plan for supervision
• Development of an individual accountability plan
• Linkage to social-skill building programs and other support systems in the community such as:

1. Faith communities
2. Mental health services
3. Alcohol/drug evaluation
4. Mentoring programs

• Implementation of a safety plan for any intended targets

In addition to the list above, the plan may include family/home options such as:

• Increased supervision of social media use
• Safety-proofing the home and removing weapons
• Increasing supervision in the home

The model also reduces over-reactive responses by schools with Zero-Tolerance policies which lead to exclusionary discipline for students who need support and do not pose a viable threat at the time of the assessment.

Accurate implementation of Threat Assessment Programs in schools helps to increase supports for students in need and emphasizes a supportive and healthy school climate providing a platform for students to reach out when a problem or concern exists and create a safer atmosphere for students and staff alike.

National Mentoring Month 

During National Mentoring Month, we honor all those parents and family members, teachers and coaches, employers and co-workers, community and faith leaders, and so many others who devote time, care, and energy to helping our young people thrive. Find a local mentoring program here!