Five research-based considerations for implementing school-based BTA systems positively and protectively¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report distills the research into five considerations for policymakers so that BTA systems, "which are now required in most states and districts, to be positive and protective of students and schools," rest on key elements: (1) rooting BTAs within a positive, relationship-centered school climate; (2) creating and appropriately training BTA teams; (3) designing BTA systems to problem-solve rather than criminalize; (4) equipping schools with needed counseling and mental health services; and (5) collecting and reporting useful BTA data for continuous improvement. Each consideration is grounded in the implementation and outcome evidence reviewed in the report.

Design Implications¶

Context¶

Requirements¶

• Schools need high-quality training, adequately staffed multidisciplinary teams, access to mental health counselors and services, and required, sufficiently detailed data collection and reporting

Constraints¶

• Nationally, schools have about half as many counselors and school psychologists as recommended by professional associations; few state policies connect positive school climate to violence deterrence; more research is needed on the role of SROs in BTAs

Target Learners¶

• K-12 students
• historically marginalized students including Black students and students with disabilities

Target Learning Goals¶

• safe and supportive school climates
• preventing school violence without exclusionary discipline

Affordances¶

• Four Major School Bta Models Taxonomy

Claims¶

• BTA implementation data are often partial, inconsistent, or unreliable, hindering accountability at scale [~W]

Related Strategies¶

Examples¶

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Key Sources¶

• DePaoli, J. L., & Loewe, S. B. (2025). Keeping schools safe? The research on behavioral threat assessments. Learning Policy Institute. https://doi.org/10.54300/808.437