Guidelines for Responding to Student Threats of Violence

Guidelines for Responding to Student Threats of ViolenceĀ is a research-based manual that explains how to form a school team to assess and resolve student threats of violence. It provides detailed instruction for school administrators, psychologists, counselors, and law enforcement officers in a seven-step threat assessment and intervention process. This practical approach helps school personnel understand why a student made a threat and how to address the underlying cause of the threat.

Praise forĀ Guidelines for Responding to Student Threats of Violence.

Dr. Ronald Stephens
National School Safety Center

Dewey Cornell and Peter Sheras have done an outstanding job providing school administrators with insightful guidance and suggestions for dealing with student threats. They underscore the importance of teamwork, clarity of purpose and the process of response. In today's tense climate, this is a 'must read' for educators.

John Monahan, Ph.D.
Professor of Law and Legal Medicine
University of Virginia School of Law

While others speak in fuzzy generalities, Dewey Cornell and Peter Sheras offer detailed, step-by-step, practical advice for how to respond effectively to students who threaten violence. Their clear-eyed and level-headed prescriptions for assessment and action are grounded on a rare blend of cutting-edge empirical research and thoroughgoing familiarity with the lived environment in which teachers and school administrators labor. These Guidelines are, by far, the best thing I have read on what is now a central issue in American education.

C. Jo Ann Burkholder, MS, CPP
Administrator, Student Assistance Program for Roanoke County Schools , Virginia
Former President, National Student Assistance Association

This manual is absolutely fantastic! It is comprehensive and practical with sound practices guided by current research. Busy school administrators will relish the concise reading and step-by-step guidance. The authors provide excellent information for determining intent and differentiating the seriousness of the threat during the investigative process. The examples are realistic day-to-day school events that resonate with school personnel!

Randy Borum, Ph.D.
Associate Professor
Department of Mental Health Law and Policy
Louis de la Parte Florida Mental Health Institute
University of South Florida

In these Guidelines, Cornell and Sheras give schools a practical, step-by-step, empirically tested approach for responding to a wide range of student threats of violence. This is truly a nuts-and bolts 'how-to' guide that educators, administrators and law enforcement can pick-up and put to immediate use. In these most uncertain situations, Guidelines for Responding to Student Threats of Violence provides much needed structure, support and guidance.

L. Bernard Hairston, Ph.D., Principal
Burley Middle School
Albemarle County, Virginia

Our school division has used the threat assessment guidelines for the past four years. The guidelines offer simple steps to evaluate the severity of an incident from horseplay to a very serious expression. I have noticed that my assistant principal and I have been more consistent in our decision making and recommending consequences and support for students and families since implementing the guidelines. We have also noticed greater support and confidence from parents when they realize we are using a research based model to guide in our decisions.

Kirk Heilbrun, Ph.D.
Professor of Psychology
Drexel University

These Guidelines offer a comprehensive approach to threat assessment in schools that is clear, practical, and supported by extensive research findings. Cornell and Sheras provide an approach that balances the needs of schools with those of students and their families in managing the risk of serious school violence without unduly disrupting important academic and social aspects of the school environment. This will be an indispensable resource for every school system in North America.


Additional Content