Correction to "Preventing School Violence: A Review of School Threat Assessment Models" by Jackson and Viljoen (2024)

Reports an error in "Preventing school violence: A review of school threat assessment models" by Jourdan R. Jackson and Jodi L. Viljoen ( Journal of Threat Assessment and Management, 2024[Mar], Vol 11[1], 48-65). The second to the last phrase in the fifth paragraph of the introduction now appears as the Salem-Keizer Cascade System model (the SCS model; Van Dreal, 2016). STAS in Table 2 now appears as SCS and defined as Salem-Keizer Cascade System. The Student Threat Assessment System Model heading now appears as Salem-Keizer Cascade System Model. The STAS acronym in the Description, Reliability and Validity, Implementation Outcomes, and Impact Outcomes subsections of the former Student Threat Assessment System Model section now appears as the acronym SCS. The STAS acronym in the Violent Threat Risk Assessment Model now appears as the acronym SCS. The STAS acronym in the Conclusions section now appears as the acronym SCS. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2023-69922-001.) Several experts and states have developed school threat assessment models to guide schools through the process of identifying, assessing, and managing threats of violence. This article reviews all widely discussed, well-known models and the research on their (a) reliability and validity, (b) implementation in schools, and (c) impact on school outcomes. Despite several similarities, the models show some differences in their general approach, such as addressing threats through a school-based team versus a community-based team. The models also have differing degrees of research supporting their effectiveness, with the Comprehensive School Threat Assessment Guidelines model having the strongest research support. (PsycInfo Database Record (c) 2024 APA, all rights reserved)