How School Safety Leaders Are Approaching Behavioral Threat Assessment

Behavioral Threat Assessment and Management (BTAM) has become an increasingly important part of school safety programs across the country. While often associated with school violence prevention, practitioners say the process is frequently misunderstood.

For many school safety leaders, threat assessment is not primarily about identifying students who intend to harm others. Instead, it is about recognizing concerning behaviors early, coordinating support, and intervening before situations escalate.

During a recent webinar hosted by ZeroNow, three school safety professionals emphasized that effective behavioral threat assessment is fundamentally a prevention and intervention process. Their observations echoed experiences shared by members of the National Council of School Safety Directors (NCSSD), many of whom describe threat assessment as a routine part of their daily responsibilities.

BTAM Is Meant to Support, Not Punish

One of the strongest themes that emerged from the discussion was the need to separate behavioral threat assessment from discipline.

"Threat assessment is not a black mark on a student, and it should not be viewed as punitive," said Jillian Herring, a school safety consultant and former Broward County Public Schools administrator. The goal is to identify concerns, understand underlying issues, and provide support before a situation escalates.

Christopher Furlong, Director of Security and Safety at Cranbrook Educational Community in Michigan, underscored that perspective, noting that being referred to a threat assessment team does not automatically mean a student has done something wrong. In many cases, a concern may stem from a comment, social media post, behavioral change, or other indicator that warrants further evaluation.

The assessment process often reveals that a student does not pose a threat to others but is struggling with issues such as bullying, mental health concerns, and self-harm.

Why a Multidisciplinary Approach Matters in BTAM

During a recent NCSSD discussion board conversation about BTAM, members emphasized the importance of multidisciplinary teams. One school safety leader offered a straightforward explanation of how safety and mental health professionals work together in their district.

"My job is to make sure the students and staff in the building that the threat was made are safe," the member explained. "I am the security side, and he is the mental health side."

Bringing together professionals with different areas of expertise helps teams better understand a student's circumstances and determine appropriate interventions. School counselors, psychologists, administrators, school safety personnel, and law enforcement partners may all contribute information that helps the team better understand a student's circumstances and determine appropriate interventions.

Another NCSSD member pointed to new Michigan legislation requiring public and private schools to establish BTAM teams by October 2026. Under the law, teams must include a mental health professional, reflecting the growing recognition that threat assessment is as much about support and intervention as it is about security.

Several members also emphasized that establishing a team is not enough. Like other areas of school safety, threat assessment teams benefit from periodically reviewing procedures, discussing scenarios, and ensuring members remain familiar with their roles and responsibilities.

Threat Assessment Increasingly Includes Digital Spaces

Today's threat assessment process extends beyond the classroom. Students communicate through social media apps, messaging platforms, online communities, and gaming environments. As a result, concerning behaviors or warning signs may emerge online before they are observed in person.

One NCSSD member emphasized the importance of both behavioral and digital threat assessment, noting that these processes help schools identify concerns earlier and connect students and families with services they may not realize are needed.

During the webinar, Furlong noted that digital communication creates both opportunities and challenges. While online activity can provide valuable information, context can sometimes be difficult to interpret. Effective assessment requires careful review, collaboration, and an understanding that not every concerning statement carries the same level of risk.

Building a Culture of Prevention

Several panelists emphasized that the effectiveness of a BTAM program depends on culture. When students, staff, and community members feel comfortable reporting concerns—and when leadership actively supports the process—schools are better positioned to identify risks and provide interventions before situations escalate.

Ultimately, schools cannot address concerns they don't know about. Creating a culture where concerns are recognized, shared, and evaluated remains one of the most important components of any BTAM program.