Conjecture claims

During the assessment process, Teams may identify other concerning statements and actions made by the student that may not already be addressed in their policies.

Some of these common reports may not require the involvement of law enforcement.

For example, it might be necessary to have law enforcement speak with a student’s parent or guardian, search a student’s person or possessions, or collect additional information about the student or situation outside the school community during the assessment.

The Team may be able to draw on information from previous incidents and interventions to address the current situation for the student. This factor further emphasizes the importance of the Team’s documentation to ensure the accuracy and availability of information regarding prior contacts the student of concern may have had with the Team.

By demonstrating that their goal is to support individuals who may be struggling, while ensuring that the student and the school are safe, Teams may be better able to build a positive relationship with a student of concern and the student’s parents or guardians.

When Teams have established this rapport, parents or guardians may be more likely to share their own concerns, and the student may be more forthcoming about frustrations, needs, goals, or plans.

Some students’ behaviors might seem unusual or maladaptive, but may be normal for adolescent behavior or in the context of a mental or developmental disorder.

Students may have a variety of motives that place them at risk for engaging in harmful behavior, whether to themselves or others.

The student’s communications may reveal grievances held about certain issues or a possible intended target.

They may allude to violent intentions or warn others to stay away from school at a certain time.

They may reveal information relevant to the other investigative themes by making reference to feelings of hopelessness or suicide, a fascination with violence, interest in weapons, or other inappropriate interests.

These statements might be made in person to classmates, teammates, or friends; in writing on assignments or tests; and/or via social media, text messages, or photo or video-sharing sites.

These interests might appear in the student’s communications, the books the student reads, the movies the student watches, or the activities the student enjoys.

In other situations, the context surrounding a student’s interest in weapons could be of concern. For example, if a student is fixated on past school shooters or discusses what firearm would be best to use in a mass attack.

While many students are resilient and can overcome these situations, for some, these stressors may become overwhelming and ultimately influence their decision to carry out an attack at school.

Keep in mind that students with emotional issues or developmental disorders might behave in a way that is maladaptive, but might not be concerning or threatening because the behavior is a product of their diagnosis.

Some students, who are feeling hopeless and out of | In previous incidents, many students made statements or options, may think violence is the only way to solve a problem or settle a grievance.

Other student attackers may develop more complex and lengthier plans.

The student might create lists of individuals or groups targeted for violence, or research tactics and materials needed to carry out the attack. The student may conduct surveillance, draw maps of the planned location, and test security responses at school. He/she may write out detailed steps and rehearse some aspects of a plan, such as getting to the school, the timing of the attack, or whether to attempt escape, be captured, or commit suicide. The student may also acquire, manufacture, or practice with a weapon.

If the inconsistency is deliberate, it is important to determine why the student feels the need to conceal his/her actions. The concealment may be as simple as a fear of facing punishment for some other inappropriate behavior, or it may be related to hidden plans for a violent act.

A trusted adult at school in whom the student can confide and who will listen without judgment can help direct a student toward resources, supports, and options to overcome setbacks.

Positive situational or personal factors might help to deter a student from engaging in negative or harmful behaviors. Changes in a student’s life, such as having a new romantic relationship or becoming a member of a team or club, might discourage any plan to engage in violence.

Concern may be heightened if the student is struggling emotionally, having trouble overcoming setbacks or losses, feeling hopeless, preoccupied with others who engaged in violence to solve problems, or has access to weapons.

A suspended or expelled student might become isolated from positive peer interactions or supportive adult relationships at school.

This effort could be easily adapted with middle or high school-aged students by asking students to identify one or two classmates they would like to be partnered with for a project and assigning any student not named on a list to be partnered with a friendly or outgoing classmate.

It might be beneficial for staff and students to hear presentations, see videos, and role-play scenarios so they have a thorough understanding of their responsibilities and the steps they can take to keep their school safe.

Each audience will require a slightly different message, but some stakeholders may also benefit from attending training together, such as parents and students, or school faculty/staff and law enforcement personnel.

Providing training on other topics, such as suicide awareness and prevention, conflict resolution, mental health, and developmental disabilities, might also allow school faculty, staff, and administrators to foster positive school climates.

Parents can also benefit from training that helps them recognize when children and teenagers may be in emotional trouble or feeling socially isolated.

Training can also reduce the stigma around mental, emotional, or developmental issues and provide information on available resources and when they should seek professional assistance.

Officers and school staff might benefit from attending training together so that all parties are aware of the point at which local law enforcement should be involved in an investigation. This would also allow officers to get to know administrators, teachers, counselors, facilities and maintenance personnel, and other school staff.

” Despite having a comprehensive targeted violence prevention plan in place, and despite a school and Team’s best efforts at prevention, incidents of targeted school violence may still occur.