Report page 16

Teams are encouraged to establish a low threshold for intervention and support. This will position the team to more comprehensively address a continuum of behaviors and identify students in distress before their behavior escalates to the point of harm to themselves or those around them.

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).

While a multidisciplinary BTAM team can likely handle most reported incidents and concerning behaviors with school-based or community resources, some situations may necessitate law enforcement intervention due to the severity of the concern.

Reports involving weapons and/or imminent/immediate safety risks (e.g., presence of a weapon, threats of serious violence) should be immediately relayed to local law enforcement.