By: Michele Gay, Co-founder and Executive Director, Safe and Sound Schools
My daughter, Josephine “Joey” Grace Gay, was extraordinary in so many ways. Her vibrant energy, beautiful smile, and kind spirit endeared her to all who knew her. Joey had many “special needs” as a student with autism, apraxia of speech, gross motor and visual impairments, and other developmental challenges. We like to say she was “especially special.”
In the wake of the tragedy at Sandy Hook School, where Joey and 25 other precious lives were lost on December 14, 2012, I co-founded Safe and Sound Schools to help protect every school, every student, every day. From the very beginning, it has been my dream to address and meet the unique safety needs of our “especially special” kids.
In partnership with Navigate360 and their mission to chart a course toward zero school tragedies, I am honored to share this piece focused on the specific needs of students with disabilities within the Behavioral Threat Assessment and Management (BTAM) process. By offering insights into common FAQs and other key areas, I hope to support school leaders, multidisciplinary teams, and stakeholders across the K-12 community in approaching the BTAM process both effectively and empathetically for our “especially special” students.
Defining Behavioral Threat Assessment in the Context of School Safety: Why It’s Particularly Important for Students with Special Needs
At Safe and Sound Schools, we advocate for a comprehensive approach to school safety that encompasses mental and behavioral health, health and wellness, safety and security, climate and culture, leadership and policy, and operations and emergency management. A critical component of this approach is Behavioral Threat Assessment and Management (BTAM), which plays a vital role in supporting school safety.
The purpose of the BTAM team is to identify, evaluate, and address potential threats, helping schools distinguish between incidents where a student made a threat without intent to harm and those where the student poses an actual threat of targeted violence.
We want all students, including those in special education and with other special needs, to have a safe environment where they can learn and succeed. Additionally, we aim to ensure that students on a pathway to violence receive the interventions and support they need to redirect their behavior and regain their path to success.
Those interventions may vary depending on the specific needs of the student and the various support programs in place, often involving different departments or professionals within the school district. It’s important to recognize that not all students with IEPs and disabilities are the same. Each student has unique needs, and supporting them requires a thoughtful, individualized approach—not a one-size-fits-all solution. When working with students with disabilities or IEPs, it’s essential to avoid narrow assumptions and embrace a broader, more inclusive perspective.
Unique Challenges Schools Face When Conducting Threat Assessments Involving Special Needs Students
Communication and collaboration are critical in all threat assessment cases, but they become even more essential when working with students who receive additional services, including special education.
It starts with establishing a multidisciplinary team that includes special education professionals, who can provide invaluable insights into the needs of students receiving these services.
During assessments, special education staff can inform the team about the disabilities affecting the student and how these may relate to the behavior in question. Their expertise is crucial for sharing effective strategies and interventions, helping the team identify beneficial next steps for the specific behavior being evaluated.
When conducting threat assessments involving special needs students, schools and districts must maximize resources, supports, and interventions across all programs to ensure every student has the opportunity for success.
How Threat Assessment Teams Can Collaborate Effectively with Special Education Professionals to Ensure Comprehensive Evaluations
Both threat assessment and special education programming share a focus on intervention designed to identify and support students in need. It’s essential to recognize that these processes are not mutually exclusive and that failing to integrate them can lead to potentially dangerous situations.
A core feature of BTAM—and one of the reasons it is often successful—is its multidisciplinary team approach. Involving trained special education staff in the threat assessment process is essential. This collaboration allows teams to leverage the expertise of special education professionals, better serve students in need, and maintain a safe learning environment for all.
Moreover, this multidisciplinary team must work together to manage threatening behaviors that may stem from student disabilities. To prevent threats and violence, we must enhance communication, collaboration, and coordination by sharing awareness, perspectives, resources, and strategies.
Adapting Threat Assessment Protocols to Accommodate the Diverse Needs and Behaviors of Special Needs Students
Schools typically have numerous programs designed to support student success, with special education services being a key component.
As we develop BTAM policies and procedures, it is critical that this doesn’t happen in isolation. We must consider existing student support programs and structures. This includes fostering appropriate communication and collaboration within and among these various programs to ensure a cohesive approach.
Ultimately, effective communication and collaboration will enable us to serve students more efficiently and effectively, giving them the best chance for success in school and beyond.
Training for School Staff to Better Understand and Support Special Needs Students in the Context of Threat Assessment
Training is critical in BTAM and should align with the expected level of staff engagement. For instance, those on the team must undergo advanced, ongoing training, as BTAM is an evolving strategy that requires teams to stay informed about new trends and processes.
However, it is equally important that those not part of the team—such as teachers, students, and the community—know and understand what BTAM is, its purpose, and how to report concerning behavior, including anonymously.
Specifically related to special education, teams should seek opportunities to learn more about how BTAM intersects with special education programs. A multidisciplinary team, encompassing various perspectives and expertise, can organically educate one another, further enhancing the understanding and capacity of the team.
Balancing the Need for Safety with the Need to Provide a Supportive and Non-Punitive Environment for Special Needs Students
We must remember that, at its core, BTAM is fundamentally a preventive and support-focused process. It aims to reduce the likelihood of violence by providing interventions and strategies tailored to specific behaviors. Recognizing that behavior is a form of communication, school personnel, guided by the BTAM team, can identify and bring a student’s concerning behaviors to the team as they arise to (1) determine the function of the behavior and (2) if the student’s Individual Education Plan (IEP) is adequately supporting his or her needs. In such cases, a Functional Behavior Assessment (FBA) may need to be conducted and/or a Behavioral Intervention Plan (BIP) may need to be developed or adjusted.
If a student’s concerning behavior violates school discipline policy and is found to be a manifestation of a disability (through a process called a Manifestation Determination Review), the BTAM team will work with the IEP team, staff, and family to ensure that the student’s IEP is adjusted to provide adequate supports for student success and safety within the learning environment. It is important to remember that the IEP and BTAM processes are not mutually exclusive; in fact, they are closely tied together when addressing concerning behaviors of students with IEPs.
By focusing on behaviors rather than traits or profiles, we can assess concerning actions in context, providing students with additional support through existing school resources. This approach promotes a safe school climate for all.
Utilizing Technology and Data Analytics in the Threat Assessment Process to Identify and Mitigate Risks for Special Needs Students
A key to any threat assessment program is the continuous review and evaluation of data and analytics to further refine and enhance the BTAM program.
Start by analyzing case data from your school or district. Regularly reviewing data and trends requires a consistent documentation process across teams regarding assessments and overall case progress.
At a minimum, campus and district teams should analyze cases by grade level, building, and individual demographics. As teams become more advanced and the BTAM program grows, consider additional data points such as the source of reports and specific interventions or strategies being used.
This data can help identify case trends over time. For example, if most cases arise from a particular school campus at the 3rd grade level, we can implement Tier 1 whole-school interventions, such as education and expectation setting, to prevent behaviors before they escalate into threats.
Focusing specifically on students in special education can enhance communication and collaboration between the threat assessment team and special education professionals. Understanding how many special education students are involved in BTAM cases allows teams to proactively work with special education staff to develop effective strategies and interventions. It can also support an examination of processes and procedures over time to ensure all students receive efficient and effective support.
Another valuable data source is feedback from team members. They can share insights on processes and procedures, helping to refine the BTAM program based on their experiences and challenges.
Safety for All
Ensuring the safety and well-being of all students, including our “especially special” students, requires a thoughtful and inclusive approach to threat assessment. By embracing a multidisciplinary model that prioritizes communication and collaboration among school professionals, we can better identify and address the unique challenges faced by special needs students.
As we strive to keep our schools safe and sound, let us remain dedicated to the belief that every student, regardless of their challenges, deserves a nurturing and secure environment in which to learn and grow. Together, we can build a future where all students thrive—because when every child is supported, our entire community benefits.
