Individuals of Concern

Individuals of Concern: 


Threat Assessment Management — The Educator's School Safety Network

Threat Assessment Management consist of three key components to Identify:

  1. Identify 

  2. Assess

  3. Manage


 Many times students of concern are identified by teachers and students but no one speak's up.  We need to speak up when we have concerns regarding a student's behavior. Threat Assessment are imperative and if used correctly can identify possible safety concerns.  Threat Assssment Management Teams have been created for schools to stop possible violent acts.   If used correctly these teams can stop violence before it happens.  TAM teams need to have training and a team of more than just a few educators.  COMMUNICATION AND TRAINING are the key components for a TAM team to be sucessful.  


Emergency Management Resource Guide Emergency Management Brief Interview Outline for Individual Under Concern


When interviewing an individual about safety concerns, one method is to ask questions which move from general introduction, to fact finding, to recognition of concerns, to assessing support networks, to developing an outline for next steps. The following questions are not intended to be a scripted interview, but provide a sample structure for the kinds of questions which may need to be asked. Individuals using this outline are encouraged to use their professional judgment and experience, to expand these questions as needed. Note, in general it is good to avoid “yes or no” questions.

1. “Seems like you’ve been having a hard time lately, what’s going on?” (to establish rapport and trust and to open dialog in a non-threatening way)

2. “What is your understanding of why you have been asked to come to the office?” (to review factual events)

3. “What is your understanding of why school staff are concerned?” (to determine if student is aware of effect behavior has on others)

4. “What has been going on recently with you at school?” (to look into possible precipitating events such as peer conflict, student/teacher interactions, failing grades, etc.; follow appropriate leads)

5. “How are things going with your family?” (to look into events such as recent moves, divorce, deaths or losses, conflict)

6. “What else is going on with you?” (to look into events outside of school such as community unrest, threats, police involvement, medical issues, etc.)

7. “Who do you have to talk to or assist you with this situation?” (to determine what supports or stabilizing factors may be available or in place such as mental health professionals, peer groups, family supports, church groups, etc.)

8. “Given (whatever is going on), what are you planning to do?” or, “What are you thinking about doing?” (follow-up on appropriate leads, including the level of detail in stated plans, ability to carry out plans, etc.) (NOTE: If there is an IMMINENT RISK take immediate action to maintain safety by contacting school security and/or 911).

9. Close with a statement that describes short term next steps (i.e., “I’ll need to contact your parents to talk about...”, I will also need to speak with the Principal and the Assistant Principals for possible further action(s) and we will need to devise a plan for next steps). Try to determine student’s affect or mood prior to his/her departure, and alert others if necessary.


Below is a youtube video of CBS This Morning interviewing Lina Alathari who led a team that created the Threat Assessment Guide for Schools and discussed the importance of all schools havining a Threat Assessment Management Team in place.


Highlight the link below and right click to view the youtube video