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All school districts, businesses, and churches should develop and implement threat assessment procedures that are clearly communicated to staff and families. A threat assessment involves evaluation and classification of the threat and appropriate response and intervention, including notification, and a written safety plan. It should include a suicide risk assessment since often these individuals are also suicidal.
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It is important to act quickly if you are concerned about a threat. Steps to take can include contacting the appropriate school administrator, the school crisis team leader, the school-employed mental health professional, and/or local law enforcement immediately. It is their job to determine next steps, including potentially contacting named intended victim(s).
A threat to harm others can be an expression of anger or frustration that can be quickly or easily resolved, or serious intent to harm others that involves a detailed plan and means.
Remember, there is NO profile of a student or person who will cause harm. There is no easy formula or profile of risk factors that accurately determines whether a student is going to commit a violent act. The use of profiling increases the likelihood of misidentifying students who are thought to pose a threat.
Most individuals who pose a substantive threat indicate their intentions in some way. Examples include statements to friends, ideas in written work, drawings, and postings on social media that threaten harm.
ADDITIONAL WAYS TO PREPARE FOR AND PREVENT AN ACTIVE SHOOTER SITUATION
PREPAREDNESS
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PREVENTION
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Ensure that your facility has at least two evacuation routes
Post evacuation routes in conspicuous locations throughout your facility
Include local law enforcement and first responders during training exercises
Encourage law enforcement, emergency responders, SWAT teams, K-9 teams, and bomb squads to train for an active shooter scenario at your location
Foster a respectful workplace
Be aware of indications of workplace violence and take remedial actions accordingly
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