Bystander reporting mechanisms

In schools where teachers and staff are encouraged to build positive, trusting relationships with students, students feel connected, cared for, and empowered to share concerns without fear of discipline or shame.

Students may display behaviors that prompt concern from those around them (e.g., classmates, friends, teachers, and family) in various ways, such as observable risky behavior; concerning or threatening statements made in person, online, or in text messages; or submitting assignments with bizarre or unusual content or statements. When behaviors prompt concern, those around the student need a method for reporting and sharing their concerns.

Schools and districts should encourage bystanders (e.g., students, staff) to report prohibited and concerning behaviors that may indicate a safety risk or that a student is in need of resources or supports.

By offering multiple reporting methods (e.g., email or online form, text or mobile application, phone number, trusted adult) BTAM teams can reduce or remove barriers to reporting and make it accessible and safe for the community.

For strategies and guidance on creating and enhancing a central reporting system, see Improving School Safety Through Bystander Reporting: A Toolkit for Strengthening K-12 Reporting Programs (Cybersecurity and Infrastructure Security Agency & U.S. Secret Service, 2023).

Schools should encourage and support teachers in building positive, trusting relationships with students and work to create an environment where students feel seen, heard, connected, and cared for. This will empower students to share concerning behavior when they observe it.

Anyone who may observe concerning behavior or notice concerning communications should be trained in what to report and how, and those involved in the assessment process should receive training to prepare them for success in identifying, assessing, and intervening when concerns arise.

Training topics can include recognizing concerning and/or threatening behavior or communications, as well as what information should be brought forward and the multiple methods to do so (e.g., direct communication, phone line, email or online form, text or mobile application).

AWARENESS AND PREVENTION • Cultivate positive, connected, encouraging, unconditional relationships • Teach prosocial behavior • Enhanced SEB learning • Teach students how to recognize concerns in peers • Teach families how to recognize concerning behavior • Teach students and families how to report concerns as an act of caring • Bullying and harassment prevention • Suicide prevention • Mental health first aid

For strategies and guidance on creating and enhancing a central reporting system, see Improving School Safety Through Bystander Reporting: A Toolkit for Strengthening K-12 Reporting Programs (Cybersecurity and Infrastructure Security Agency & U.S. Secret Service, 2023).

The group knows that a positive school climate is directly related to student willingness to share and report concerning and/or threatening behaviors.

Meanwhile, BTAM teams can also review and enhance schoolwide safety procedures, supervision protocols, and reporting mechanisms to support safety for ALL students.

Additionally, the BTAM team works to support the safety of all students by increasing active supervision in hallways during transitions, reviewing and enhancing entry/exit procedures and building-wide safety protocols, reducing access to unsupervised locations, enhancing learning opportunities, and sharing reminders for how to recognize and report concerning behavior.