Finally, our survey about BTAM practices provides a snapshot of perceptions and practices at a specific point in time and reflects neither changes over time nor how recent events might affect these perceptions and practices.
This report is organized such that each of its 12 main chapters corresponds to one of the research questions listed above.
Chapter 11 is unique insofar as we examine principals’ responses to a set of hypothetical scenarios about student behaviors; the goal of these scenarios is to understand whether schools’ BTAM programs are working as intended and whether principals’ reports of what their BTAM team does matches with how they respond to hypothetical scenarios.
In Chapter 12, we examine principals’ perceptions of the impacts that their BTAM program is having on a variety of outcomes, including school safety; climate; violence rates; and the use of exclusionary discipline and law enforcement involvement.
With an eye toward the future, in Chapter 13, we explore principals’ perceptions of how schools’ BTAM programs can be sustained and improved.
Find the Perfect Training Class For You
