Cornell Dewey, Maeng Jennifer L, Burnette Anna Grace, Jia Yuane, Huang Francis, Konold Timothy, Datta Pooja, Malone Marisa, Meyer Patrick
Curry School of Education.
College of Education, University of Missouri.
Sch Psychol Q. 2018 Jun;33(2):213-222. doi: 10.1037/spq0000220. Epub 2017 Aug 17.
Threat assessment has been widely endorsed as a school safety practice, but there is little research on its implementation. In 2013, Virginia became the first state to mandate student threat assessment in its public schools. The purpose of this study was to examine the statewide implementation of threat assessment and to identify how threat assessment teams distinguish serious from nonserious threats. The sample consisted of 1,865 threat assessment cases reported by 785 elementary, middle, and high schools. Students ranged from pre-K to Grade 12, including 74.4% male, 34.6% receiving special education services, 51.2% White, 30.2% Black, 6.8% Hispanic, and 2.7% Asian. Survey data were collected from school-based teams to measure student demographics, threat characteristics, and assessment results. Logistic regression indicated that threat assessment teams were more likely to identify a threat as serious if it was made by a student above the elementary grades (odds ratio 0.57; 95% lower and upper bound 0.42-0.78), a student receiving special education services (1.27; 1.00-1.60), involved battery (1.61; 1.20-2.15), homicide (1.40; 1.07-1.82), or weapon possession (4.41; 2.80-6.96), or targeted an administrator (3.55; 1.73-7.30). Student race and gender were not significantly associated with a serious threat determination. The odds ratio that a student would attempt to carry out a threat classified as serious was 12.48 (5.15-30.22). These results provide new information on the nature and prevalence of threats in schools using threat assessment that can guide further work to develop this emerging school safety practice. (PsycINFO Database Record
威胁评估作为一种学校安全措施已得到广泛认可，但关于其实施情况的研究却很少。2013年，弗吉尼亚州成为第一个在其公立学校强制实施学生威胁评估的州。本研究的目的是考察威胁评估在全州范围内的实施情况，并确定威胁评估团队如何区分严重威胁和非严重威胁。样本包括785所小学、初中和高中报告的1865起威胁评估案例。学生涵盖从学前班到12年级，其中男性占74.4%，接受特殊教育服务的占34.6%，白人占51.2%，黑人占30.2%，西班牙裔占6.8%，亚裔占2.7%。从学校团队收集调查数据，以衡量学生人口统计学特征、威胁特征和评估结果。逻辑回归表明，如果威胁是由小学以上年级的学生发出的（优势比0.57；95%置信区间下限和上限0.42 - 0.78）、接受特殊教育服务的学生（1.27；1.00 - 1.60）、涉及殴打（1.61；1.20 - 2.15）、杀人（1.40；1.07 - 1.82）或持有武器（4.41；2.80 - 6.96），或针对管理人员（3.55；1.73 - 7.30），威胁评估团队更有可能将威胁认定为严重。学生的种族和性别与严重威胁判定没有显著关联。被归类为严重威胁的学生试图实施威胁的优势比为12.48（5.15 - 30.22）。这些结果提供了关于使用威胁评估的学校中威胁的性质和普遍性的新信息，可指导进一步开展这项新兴学校安全措施的工作。（PsycINFO数据库记录
