Preventing School Violence: A Survey of School Threat Assessment Practices, Perceived Impact, and Challenges

Schools have increasingly adopted a threat assessment approach to prevent violence, but there is limited insight into whether assessors adhere to recommended practices and consider assessment acceptable and feasible. Therefore, the present study surveyed 146 assessors from schools in the United States and Canada. Most assessors reported that their school has a threat assessment protocol with 62% using a well-known model, such as the Comprehensive School Threat Assessment Guidelines, and the remainder using a local model. Consistent with recommendations, >70% of assessors reported being part of a multidisciplinary team, collecting information, determining risk level, and documenting efforts. In addition, assessors perceive threat assessment to have a positive impact, such as increasing support for students of concern. However, assessors also reported shortcomings in practices, such as in training teams. Further, many assessors do not consider threat assessment to reduce suspensions and expulsions and experience challenges related to training, time, and monitoring. Public Significance Statement In this survey, school threat assessors reported general adherence to recommended practices, with some exceptions, in conducting school threat assessments in U.S. and Canadian schools. In addition, assessors considered threat assessment to have a positive impact but indicated challenges in their schools. By understanding the strengths and limitations of threat assessment, future efforts can further improve assessments and support assessors.