Implementing and Conducting a School Threat Assessment

United States Secret Service

&

U.S. Department of Education

Presented by Eric Gettes

School Psychologist

AEA 9

Columbine HS, April 1999

• Following this attack, US Secret Service and US Department of Education initiated a study that looked at 37 incidents of targeted school violence that had occurred in the US.

• Safe School Initiative (SSI) attempted to identify information that could be obtainable before a potential attack and could be used to prevent this attack

Focus on 2 areas in order to prevent school attacks

• Develop capacity to evaluate information that indicates risk of school attack (Threat Assessment).

• Using the results of this threat assessment in order to develop strategies to prevent potential attacks from occurring.

Ten Key findings of SSI

• Violent incidents rarely impulsive acts.

• Prior to most incidents, others knew.

• Most attackers did not directly threaten targets before attack.

• No useful “profile” of the attacker

• Most attackers engaged in behaviors that caused others to be concerned

Ten Key Findings

• Most attackers had difficulty coping with loss/failure. Many considered suicide.

• Many attackers felt bullied/persecuted

• Most attackers had access to weapons

• Other students were often involved

• Despite law enforcement response, most incidents stopped by other means

Six Principles of Threat Assessment Process

• Targeted violence is the end result of an understandable, and oftentimes discernible, process of thinking and behavior.

• Targeted violence stems from an interaction among the individual, the situation, the setting and the target.

• An investigative, skeptical, inquisitive mindset is critical to successful threat assessment

Six Principles cont.

• Effective threat assessment is based upon facts, rather than on characteristics or “traits.”

• An “integrated systems approach” should guide threat assessment inquiries and investigations.

• The central question in a threat assessment inquiry or investigation is whether a student poses a threat, not whether the student has made a threat.

Elements of a School Threat Assessment Process

• Authority to Conduct an inquiry or investigation

• Capacity to Conduct School Threat Assessments

• Integrated Systems Relationships

Conducting a School Threat Assessment

Threat Assessment Inquiry vs. Investigation

• A threat assessment inquiry is carried out by the school threat assessment team.

• A threat assessment investigation is carried out by law enforcement officials after the initial inquiry determines that there is a valid threat of school violence.

• Objective of both is to determine if a student poses a threat of school violence.

Threat assessment inquiry and investigation differ as follows…

• Threat assessment inquiries are initiated, conducted and controlled by the school threat assessment team

• Threat assessment investigations are initiated, conducted, and controlled by law enforcement agencies.

Circumstances that may Initiate a Threat Assessment

• Threatening email

• Paper submitted dealing with violence in school

• Verbal threats. “You’re going to die.”

• Bus driver overhears conversation.

• Student reports suspicious behavior of another student.

Threat Assessment Inquiry5 Areas of Information:

• Facts that drew attention to the student, situation and possibly targets.

• Information about the student

• Information about “attack-related” behaviors

• Motives

• Target Selection

Eleven Key Questions

• Have there been communications suggesting ideas or intent to attack?

• What are student’s motive(s) & goals?• Has the subject shown inappropriate interest in

any of the following?• Has the student engaged in attack-related

behavior?• Does the student have the capacity to carry out

an act of targeted violence?

11 ?? Cont.

• Is the student experiencing hopelessness, desperation and/or despair?

• Does the student have a trusting relationship with at least one responsible adult?

• Does the student see violence as an acceptable/desirable or the only way to solve problems?

11 ?? Cont.

• Is the student’s conversation and ‘story” consistent with his/her actions?

• Are other people concerned about the student’s potential for violence?

• What circumstances might affect the likelihood of an attack?

After 11 questions answered, the team must conclude that…..

• There is enough reliable information to answer the 11 key questions; and

• The weight of the information is convincing that the student does not pose a threat of targeted school violence; then

• The threat assessment team may conclude the threat assessment inquiry.

• Or, if

• There is insufficient information for the threat assessment team to be certain that the student does not pose a threat; or

• The student appears to be on a path to attack; then• The team should recommend that the matter be

referred to the appropriate law enforcement agency for a threat assessment investigation

Resources

• www.ed.gov/offices/OESE/SDFS• Go to “Quick Click” on left hand side of page• On drop down menu, click on safe schools and

then read:• Implications for the Prevention of School Attacks• Threat Assessment in Schools• egettes@aea9.k12.ia.us