In the first installment of this Tip of the Week series, we examined how the authority to mandate a risk assessment is defined, established, and effectively communicated within higher education and K-12 communities. In part two, we explored strategies best suited to higher education environments.
This final installment focuses on strategies thoughtfully designed for K-12 educational settings, providing practical guidance for effective implementation.
Steps for When an Assessment is Needed (K-12)
- Schedule the assessment as soon as possible, preferably on the same day or on the spot. While tools like NABITA’s Structured Interview for Violence Risk Assessment (SIVRA)—to evaluate the risk of harm to others—and NABITA’s Non-Clinical Assessment of Suicide (NAS)—to assess self-harm or suicide risk—typically require just one meeting, some assessments may take longer. For example, it’s common for a psychological assessment to need two to four sessions, depending on the complexity of the situation.
- Provide a written letter that emphasizes that the assessment will occur immediately, and follow any protocols in place related to notifying parents/guardians.
- After the mandated assessment has taken place, allow the student and their parents/guardian(s) the option of a second opinion or alternate assessment at their own expense.
Consider the Location
- The student can be called to an appropriate office. Schools can speak with parents ahead of time, inviting them to attend and/or share concerns, and outlining the next steps for the assessment.
- In certain circumstances where the parents cannot be reached, the SIVRA or NAS may need to be conducted anyway.
- Schools may make use of their School Resource Officers (SROs) in appropriate circumstances, but may not want to escalate the situation.
Consider the Optics
- When meeting with the parents and/or the students, schools can emphasize the seriousness of the situation and allow for a general risk assessment during these conversations.
- For individuals requiring a NAS or SIVRA-based assessment, the individuals (parents/guardians and student) usually only need to know that an assessment is required. It is not necessary to get into a discussion about what type of assessment will be needed, as they are unlikely to appreciate the nuances.
- Teams may want to consider the individual’s age, race, gender, and the behavior that prompted this action when deciding who will deliver the letter or news to the student and parents/guardians.
- Being pulled out of class is rarely associated with good news, and could compromise privacy or exacerbate a situation, so it should be done delicately. Make it a priority to reassure the student early on that they’re not in trouble and be clear in identifying yourself(ves) and your role(s). However, if there is going to be a disciplinary response, be transparent that this is coming.
- Ideally, and when possible, have two people deliver the notice, for example, a core BTAM member and someone relatable, such as someone they may already have a connection to at the school, such as an advisor, teacher, coach, etc.
- Be cognizant that the situation requires tact and sensitivity, from whoever is delivering the letter to how they are dressed, to minimize the potential for disruption and/or discomfort.
Prepare for the Unexpected
What will you do if the student is not in school that day? Where’s the next place to look? How quickly can you find them? Remember, this is a situation of elevated risk—it’s serious, so have contingency plans ready.
Be prepared for any reaction. What if they refuse to meet, try to leave, cry, or yell? What if they have an emotional breakdown? Think through these situations and anticipate how you will respond.
Be Gentle and Direct
When starting these conversations, it’s essential to be clear and compassionate. Begin with something like, “Hi, my name is Scott Lewis, and I’m not just the principal; I am also the Chair of our Behavioral Threat Assessment and Management team. We’re genuinely concerned about you/your child and want to talk with you (them) because [insert reason].”
Explain the situation thoroughly, even if they push back against it. Explain that you may have to refer this to the discipline process if they don’t cooperate. Let them know that the discipline process can act quickly, and the student could face an interim in-school or out-of-school suspension for failure to comply. Inform them that this is because you are concerned, and it is a serious matter.
Most students won’t ask where your authority comes from, but they will want to know what happens if they don’t comply. Be ready to explain this clearly and gently. Include it in your letter and review it in person.
Preparing for challenging scenarios and practicing responses is crucial. Rehearsing builds confidence and improves effectiveness.
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