Report page 12

FIGURE 1 | Address factors of concern and promote positive factors | Redirect potential motives for violence | Create a situation less prone to violence | Utilize the Systems Approach for support and management

Identify negative factors and create strategies to support positive outcomes.

Identify possible motivations and direct resources to address them.

Create an enviornment in which violence is less likely.

Collaborate with community stakeholders who can contribute.

Substance abuse intervention • Physical or mental health support • Family support • Academic recovery • Mentoring or peer support • Restorative problem solving or mediation • Effective bullying intervention • Opportunities to share strengths

Reduce or eliminate access to weapons • Consider safety checks or searches • Modify schedules or restrict access to specific locations or people

Leverage resources and collaborations with community partners, mental and physical health providers, families, and law enforcement

As part of the support process, the multidisciplinary team should determine what existing, school-based resources can be leveraged across tiers (e.g., counselor-led groups, targeted interventions, functional behavioral assessment and planning, scheduling changes) to provide ongoing support.

Additionally, the team should identify community-based resources and points of contact for any specific resources or supports unavailable at the school or district levels (e.g., intensive mental health support, social services). Through their expertise, team members may have community contacts that could aid the student’s well-being and support them comprehensively.

For students with disabilities (SWD), the multidisciplinary team must coordinate with their Individualized Education Plan (IEP) team, as described on pages 41-46.

Positive school climates built on a culture of safety, respect, trust, and social-emotional support enhance targeted violence prevention.

Safe school environments are characterized by adults who prioritize student support, encourage communication between faculty and students, actively intervene in conflicts, and work to prevent harassment and bullying.

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.