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K-12 educators often face the dilemma of how to respond to a student who makes a threatening statement. They must decide whether the threat is credible and the student poses a real danger, as well as how to respond to keep everyone safe. In such situations, a team of professionals often does a "safety assessment" to learn more about this student and evaluate how credible the threat is. The authors describe an approach many schools use for such an assessment (The Virginia Student Model for Threat Assessment Guidelines). Drawing on research with students who have undergone a safety assessment (and their families), they recommend ways to do the assessment that will keep the school safe and address the underlying problems of the student making the threat.

Opioid abuse has become an epidemic in America and exposure to the drugs often begins in high school. This article shares some facts about opioid use and some signs and symptoms to look for in students who may be addicted to the drug. The authors also offer tips for educators on how to deal with the legal issues involved in assessing, reporting, and managing opioid abuse.

In a time marked by racial divides, the authors of this article argue that teachers are on the front lines of identifying and responding to race-related stress in the classroom. They provide suggestions for how teachers can educate themselves about students' racialized experiences and respond appropriately to support students' mental health.

Data from anonymous surveys reveal that about 15-20 percent of teenagers have engaged in self-injurious behavior, such as cutting. For many, these behaviors stem from their frantic efforts to relieve the painful and intense emotions state that often come with being a teenager. Although self-injury is not necessarily a suicide attempt, it puts a student in a higher risk group for suicide, and it's important for educators to understand these behaviors and how to support students who self-injure. When school staff members discover a student is self-injuring, they should be calm and prepared. A designated staff member with training in self-injury should meet with the student to assess suicide risk, provide referrals, and work with parents or guardians. The school should work with the student's therapist to ensure needed supports, such as a quiet room to retreat to, are available. With help, students can learn alternate strategies for coping with strong emotions.