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Suicide is a major cause of death in American youth. Suicide risk assessment is a promising suicide prevention strategy; however, little is known about school-based suicide risk assessment practices. The purpose of this study was to examine the scope of standardization, comprehensiveness, and follow-up procedures as part of the suicide risk assessment (SRA) process in use among school-based mental health professionals in Colorado. Participants were 72 school psychologists, school counselors, and school social workers employed in school districts across the state. Results indicate the reported ability of SRA procedures to identify imminent suicide risk was strong in relation to other aspects of suicide risk. The analysis of SRA alignment with the interpersonal theory of suicide model revealed that SRA procedures currently in place are significantly more helpful at investigating aspects of acquired capability in comparison to thwarted belongingness and perceived burdensomeness. Respondents were significantly less likely to agree with statements about the ability of SRA procedures to support re-entry and follow-up compared with statements about risk identification and treatment decision-making. The results of this survey suggest that school-based mental health professionals need increased support in developing school re-entry and follow-up procedures to monitor suicide risk.

Multiple professional associations and agencies have recommended that schools establish threat assessment processes and procedures. Such recommendations have been directed at school districts in Colorado, a state that has experienced multiple school shootings. In this exploratory study, the nature and prevalence of threat assessment conducted in four Colorado school districts, as well as the demographics of students, were examined. The sample consisted of 759 threat assessment cases reported by the four participating Colorado school districts for the 2014-2015 academic year. Students were in grades pre-K to Grade 12. The majority of the threat cases were male (81.70%) and 39.9% received special education services. Just over 42% of the sample was white, 16.9% Hispanic, 16.1% African American, 5.3% Asian, and 4.2% Native American. Raw threat assessment data was provided by safety coordinators in each of the school districts. Data included student demographics and threat characteristics, though the availability of these data varied by district. Analyses revealed that males, students in special education, and African American and Native American students were overrepresented in the threat assessment sample. Logistic regression indicated that students in special education were significantly more likely to have a threat rated as serious than those not in special education. Study findings have implications for school assessment practices and training in public schools.

Threat assessment involves evaluating and intervening with individuals who make threats of violence. This study examined the resulting actions and outcomes of threat assessment cases in three Colorado school districts. A particular focus of the study was on potential disparities. The sample consisted of 253 threat assessment cases reported by participating school districts for the 2014-2015 academic year. In addition to disciplining students, schools implemented a variety of nondisciplinary actions in response to threat assessment, including mental health services, behavior support plans, and referrals for a special education evaluation. Analyses found no disparities in any outcomes, including disciplinary actions among Black, Hispanic, and White students receiving a threat assessment. There were also no significant differences between students with and without disabilities. These findings are promising in light of documented exclusionary discipline disparities and have implications for both the use of threat assessment as a violence prevention strategy and school discipline reform.

This article describes a crisis response framework based on the authors' first-hand experience following three Colorado school shootings. During each crisis response, one or more of the authors joined school and/or district crisis teams, providing direct assistance and leadership. The authors' experiences helped guide subsequent responses and assisted teams in better meeting the impacted school's needs. Lessons learned are shared with the intent of organizing and improving school-based crisis response to extreme acts of school violence.

During the past two decades there has been increased public, professional, and legislative interest in school crisis prevention and intervention. It is recommended that comprehensive crisis teams be established at the school, district, and community levels. A case study was conducted in which interviews were utilized to facilitate an increased understanding of the experiences of state crisis team members responding to a school-based crisis event and how crisis teams attempted a coordinated response. Data analysis revealed several themes related to the importance of knowing the school system, having prior crisis-related training, the need for role flexibility, expectations related to the response, personal impact of the response, and the need for self-care. School mental health professionals and crisis response teams can consider these themes and ways to address concerns related to these themes to improve crisis response efforts.

The authors examined changes in mental health services and violence prevention strategies in public high schools since the shootings at Columbine High School. Surveys were mailed to school mental health professionals at public high schools in Colorado. Respondents included school counselors, school psychologists, school social workers, principals, and other personnel. Significant increases were observed in the percentage of schools that had a crisis plan or crisis team and offered group counseling. Most schools also made changes in security procedures. Larger schools in urban and suburban areas demonstrated the most changes. Significant differences were also observed for services and changes desired by the respondents and for perceived obstacles to services provision. Future directions and implications for school mental health professionals are discussed.

This article provides new and updated information about a crisis response framework based on the authors' first-hand experience following two recent Colorado school shootings, as well as responses to other school shootings. During each of these crisis responses, one or more of the authors joined school and/or district crisis teams, providing direct assistance and leadership. The authors' experiences helped guide subsequent responses and assisted crisis teams to better meet the impacted school's needs. New and reinforced lessons learned are shared with the intent of improving school-based crisis response to extreme acts of school violence and other major crises. [ABSTRACT FROM AUTHOR]