Addressing training disparities with additional funding and support is essential
Addressing these disparities with additional funding and support is essential for effective violence prevention.
NCIER®
Funding
35 claims on pp. 7–139 (fact 27, statement 2, evidence 1, conclusion 1, conjecture 4).
Claims about Funding
Table 3.1: Financial costs did not create any issues: 11 / 15 / 74
Sample (N = 450) · Principals answering the implementation experience agreement statements
The financial costs of implementing BTAM did not create any issues. | 11 | 15 | 74
Authors hypothesize the difference might reflect resources in districts with multi-level teams
We hypothesize that this difference might reflect the level of resources available in districts that maintain teams at multiple levels.
BTAM funding varies significantly across U.S. states and school districts
Funding for school BTAM teams and programs varies significantly across U.S. states and individual school districts.
Stable funding is often a driver of whether a program can be sustained
Whether a program has stable funding is often a driver for whether it can be sustained over time, because funding instability (and the competition of other priorities for funds) can put programs at risk.
BTAM funding is typically used for training, conferences, or case management software
Funding for BTAM programs is typically used to support annual and other training for BTAM team members, BTAM conference attendance, or the purchase of case management software.
Forming a BTAM team does not require funding beyond total school or district program funding
Forming a BTAM team per se does not require funding outside total program funding for a school or district, which already covers the salaries of such key BTAM team personnel as administrators and counselors.
Most schools (57 percent) implement BTAM without dedicated staff or additional funds
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Most schools (57 percent) said their BTAM programs are implemented without dedicated staff or additional funds beyond the levels already available.
Schools in large districts especially likely to have dedicated funds for BTAM
Schools in large districts were especially likely to have dedicated funds for BTAM activities.
District-only teams and school teams working with a district team more likely to have dedicated fund
Teams housed only at the district level and those housed at the school level that worked alongside a district-level team were also more likely to have dedicated funds.
BTAM funding comes from various sources including school or district general fund budgets
Funding for school BTAM programs comes from various sources, including through aforementioned school or district general fund budgets that also fund the positions of key team members.
Some districts might have a dedicated budget line to support BTAM implementation
Some districts might also have a dedicated funding line in budget to support BTAM implementation.
Others might seek funds externally via grants
Others might seek funds externally via grants.
Survey asked principals whether the school or district budget includes dedicated BTAM funding
We asked principals whether their school or district budget includes dedicated funding to support their BTAM program.
About one-quarter of principals (23 percent) reported dedicated BTAM funding in budget
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Only about one-quarter of principals (23 percent) said their BTAM teams were supported with dedicated funding in their school or district budget.
19 percent of schools did not know how their BTAM programs were funded
Sample (N = 1376) · Official BTAM teams answering Table A.53 (program funding)
Nineteen percent of schools did not know how their BTAM programs were funded.
No information about the amounts of dedicated funds
We do not have information about the amounts of dedicated funds.
Schools in 2019-legislation states were not ahead on funding and training
We did identify two areas where schools in states with BTAM legislation in 2019 were not ahead of others that did not: funding and training.
2019-legislation states neither more nor less likely to dedicate funding or annual training
That is, schools in states that included BTAM in legislation in 2019 were neither more nor less likely to dedicate funding or annual training to BTAM than other schools at the time of our survey.
Large districts more likely to have estimated funding and resource needs and ensured availability
Large districts were also more likely to have spent time estimating funding and other resource levels necessary to implement BTAM and ensuring their availability.
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Estimated funding and resources: small district 14, large district 24 (%)
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Estimated funding and other resource levels necessary to implement the program and ensured they were available* | 14 | 24
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Surveying students or parents and estimating funding needs least common (more than 17 percent)
Sample (N = 451) · Principals answering the pre-implementation actions question
Across the other options, surveying or meeting with students or parents and estimating funding needs were the least common (more than 17 percent reported doing each of those).
cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Many interventions BTAM teams could recommend cost money to provide
Many interventions that BTAM teams could recommend for students assessed as being at risk of harming themselves or others cost money to provide.
cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?
2023–2024 federal data: 84 percent of public schools provided mental health interventions; 63 percen
Sample (no n: a percentage change, not a share of a sample) · a percentage that is not a share of a sample (e.g. a percentage-point change or a weighted estimate of the population)
Federal government data for the 2023–2024 school year show that 84 percent of public schools provided mental health interventions for students, and 63 percent of schools used district or school funding to support these mental health services.
cite page 68 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Difficulty funding continued BTAM operation: 7 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Difficulty funding continued BTAM operation | 7
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
7 percent of schools could not access necessary training; another 7 percent had difficulty funding B
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Seven percent of schools also reported not being able to access necessary training, and another 7 percent reported difficulty funding continued BTAM operations.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
This could be because schools in these states received earlier training and/or funding
This could be because schools in these states received earlier support in the form of training and/or funding for their BTAM programs.
Table A.53, No, our BTAM program is implemented without dedicated staff or additional …: 58.2 / 56.6
Sample (N = 1603 | 1376 by column) · Tables A.52-A.54 columns: official+other school-based teams (1,603); official teams only (1,376)
No, our BTAM program is implemented without dedicated staff or additional funds for programs beyond what our school already had available. | 58.2 | 56.6
Table A.53, No, we fund our activities in other ways (please describe):: 2.0 / 1.9
Sample (N = 1603 | 1376 by column) · Tables A.52-A.54 columns: official+other school-based teams (1,603); official teams only (1,376)
No, we fund our activities in other ways (please describe): | 2.0 | 1.9
Table A.53, Yes, our program has dedicated funding in the school or district budget: 21.8 / 22.8
Sample (N = 1603 | 1376 by column) · Tables A.52-A.54 columns: official+other school-based teams (1,603); official teams only (1,376)
Yes, our program has dedicated funding in the school or district budget | 21.8 | 22.8
Table A.53, Don’t know: 17.9 / 18.7
Sample (N = 1603 | 1376 by column) · Tables A.52-A.54 columns: official+other school-based teams (1,603); official teams only (1,376)
Don’t know | 17.9 | 18.7
Table A.53 note: Columns may not sum to 100 percent because of rounding.
Sample (no n: a percentage change, not a share of a sample) · a percentage that is not a share of a sample (e.g. a percentage-point change or a weighted estimate of the population)
Columns may not sum to 100 percent because of rounding.
Table A.53 note: Only respondents who said their school has a school- or district-level BTAM team
Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) saw this question.
Table A.56, Difficulty funding continued BTAM operation: 7.0 / 6.6
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Difficulty funding continued BTAM operation | 7.0 | 6.6
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