NCJ Number
198105
Journal
Campus Safety Journal Volume: 10 Issue: 12 Dated: December 2002 Pages: 22-25,41
Editor(s)
Tom Nelson
Date Published
December 2002
Length
5 pages
Annotation
This article describes the process for conducting a threat assessment inquiry on school campuses.
Abstract
A school threat assessment inquiry should seek information in five areas. The first is the facts that drew attention to the student, the situation, and possibly the targets. Careful attention to the facts, with corroboration wherever possible, will help determine whether the situation warrants scrutiny. The second area is information about the student, such as identifying information, background information, and information about the student’s current life situation and circumstances. The third area is information about “attack-related” behaviors. Behaviors that should raise concern about potential violence include ideas or plans about injuring self or others, comments that imply a student is considering mounting an attack at school, and rehearsals of attacks or ambushes. The fourth area of a school threat assessment inquiry is investigating motives. Knowing the motives of a student of concern may help the threat assessment team in evaluating the risk of targeted violence. The fifth area is target selection. Threat assessors should consider whether and how a potential attacker’s interest in a target might shift to another target over time. A school threat assessment inquiry should begin with what is known about the student from school sources, collateral sources, parents/guardians, student interviews, and target interviews. If the threat assessment team believes that there may be a risk of violence to an identified target, that target should be offered assistance and support. Key questions that should guide the threat assessment inquiry include does the student have the capacity to carry out an act of targeted violence, and does the student see violence as an acceptable or desirable way to solve problems.