behavioral issues have not materialized, at least according to our principal reports.
Why inferred The sentence crosses a page break: this quote is the page 7 part and the sentence begins on page 6. Full sentence (pages 6–7): “Concerns that BTAM might be used for minor behavioral issues have not materialized, at least according to our principal reports.”
Schools are maintaining clear thresholds for referring cases to BTAM teams, focusing on serious safety concerns.
This focused approach helps preserve the integrity of the threat assessment process.
Most schools are incorporating individualized interventions into plans developed as part of the threat management process, tailoring supports to meet the specific needs and circumstances of students.
Schools are using a variety of interventions to address underlying causes of student behavior rather than relying on a single solution.
Scenario-based responses show that interventions are matched to the complexity of each case.
This individualized approach is appropriate for the diverse needs seen in BTAM cases.
School BTAM efforts generally reflect a commitment to using supportive measures that address root causes of concerning behaviors rather than relying primarily on exclusionary discipline practices or referrals to law enforcement.
Survey results show that schools prioritize such interventions as mental health counseling, building trusted relationships with adults, and skill-building services over restrictive measures.
Even in the most severe scenarios presented to principals, supportive interventions consistently composed the largest share of response strategies.
Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
Over 75 percent said they rarely or never use exclusionary discipline, and 80 percent rarely or never arrest or prosecute students referred to BTAM teams.
This pattern demonstrates that BTAM teams function as intended—as a preventative approach focused on early intervention and support rather than punishment that helps students address underlying issues while keeping them connected to school.
This approach aligns with best practices and supports positive student outcomes.
Parents are a key part of schools’ behavioral threat management processes.
Sample (N = 1379) · Appendix A table base (respondents answering the table question; see note for tables)
Although only 20 percent of schools directly involve parents in intervention planning, most consult with them during the process.
Sample (N = 1376) · Teams answering the BTAM program challenges question (Figure 13.3; Table A.56)
Parent engagement is seen as crucial to the success of intervention plans, with one-third of schools identifying a lack of parent participation as a significant challenge.
This highlights the importance of family buy-in for effective BTAM implementation.
Principals around the country believe that BTAM is having a net positive impact on improving safety at their schools and also helping to create more positive school climates.
Principals report reductions in crime, violence, and self-harm and view BTAM as preferable to exclusionary discipline.
Many said they believe that BTAM contributes to a safer and more supportive school environment.
Despite these strong overarching messages, our survey results also identified opportunities for future focus.
In particular, principals identified the following five key challenges:
Even though most schools have adopted BTAM practices, there is still considerable variability in the models they use.
Schools often blend elements from national programs with local practices, leading to significant differences in implementation.
Although this flexibility allows adaptation to local needs, it also creates inconsistencies and challenges in measuring effectiveness.
Greater coherence and guidance are needed to ensure fidelity to evidence-based frameworks while allowing for local adaptation.
There is considerable variability in training for BTAM members across schools.
Sample (N = 1376) · Teams answering the BTAM training-frequency question (Figure 5.4)
Fewer than half of schools provide annual training, and many only offer it as needed, which may limit team members’ skills in such key areas as risk assessment and bias mitigation.
Training gaps are especially pronounced in urban and high-poverty schools.
Addressing these disparities with additional funding and support is essential for effective violence prevention.
There is a lack of standardization across critical BTAM team functions and operations.
There is significant variability in how BTAM teams are structured; how often they meet; and how they conduct information-gathering, case reviews, and program evaluations.
Sample (N = 1400) · Appendix A table base (respondents answering the table question; see note for tables)
Although some schools use structured processes, most rely on informal approaches, and about half lack formal policies or standard
Why inferred The sentence crosses a page break: this quote is the page 7 part and the sentence continues on page 8. Full sentence (pages 7–8): “Although some schools use structured processes, most rely on informal approaches, and about half lack formal policies or standard operating procedures.”
Find the Perfect Training Class For You
