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Keeping Schools Safe? The Research on Behavioral Threat Assessments. Brief

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Bibliographic Details
Title: Keeping Schools Safe? The Research on Behavioral Threat Assessments. Brief
Language: English
Authors: Jennifer L. DePaoli, Stacy B. Loewe, Learning Policy Institute
Source: Learning Policy Institute. 2025.
Availability: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Reports - Descriptive
Descriptors: School Safety, Educational Policy, Risk Assessment, Models, Intervention, School Violence, Program Implementation, Minority Group Students, Students with Disabilities, Problem Solving, Discipline, Disproportionate Representation, Evidence Based Practice, Prevention, Bias, Law Enforcement, Educational Environment, Program Design, Mental Health Programs, School Health Services, School Counseling, Data Use, Data Collection, Program Improvement, Educational Research
Abstract: The ongoing occurrence of school shootings and a documented rise in reported threats have led most states to adopt policies requiring the use of behavioral threat assessments (BTAs). Despite there being several specified BTA models that focus on proactively responding to threats with appropriate interventions and student supports, many districts and schools adopt BTA practices that do not follow these specific models. Implementation challenges have raised concerns over potential unintended consequences of BTAs, including the use of punitive approaches with disparate impacts on students of color and students with disabilities. This brief summarizes the current evidence on the implementation and impacts of BTAs in schools. Overall, the research--heavily based on one BTA model--suggests that focusing on problem-solving approaches to threat response and intervention can support students and reduce exclusionary discipline practices, including disparities. The brief offers evidence-based considerations for education leaders looking to implement effective and supportive threat assessment strategies. The report on which this brief is based can be found at https://learningpolicyinstitute.org/product/behavioral-threat-assessments-report.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678948
Database: ERIC
Description
Abstract:The ongoing occurrence of school shootings and a documented rise in reported threats have led most states to adopt policies requiring the use of behavioral threat assessments (BTAs). Despite there being several specified BTA models that focus on proactively responding to threats with appropriate interventions and student supports, many districts and schools adopt BTA practices that do not follow these specific models. Implementation challenges have raised concerns over potential unintended consequences of BTAs, including the use of punitive approaches with disparate impacts on students of color and students with disabilities. This brief summarizes the current evidence on the implementation and impacts of BTAs in schools. Overall, the research--heavily based on one BTA model--suggests that focusing on problem-solving approaches to threat response and intervention can support students and reduce exclusionary discipline practices, including disparities. The brief offers evidence-based considerations for education leaders looking to implement effective and supportive threat assessment strategies. The report on which this brief is based can be found at https://learningpolicyinstitute.org/product/behavioral-threat-assessments-report.