Author: Suzanne Sibole

Summer Training Opportunities

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Summer is just around the corner, and if you’re anything like me or the teachers, counselors and administrators I know, you are ready to jump in and increase your knowledge to help you continue to do great things in your school….along with enjoying a bit of well-deserved time off, of course.

There are so many areas of your job to attend to, and I know that school safety isn’t typically at the top of most educators’ lists. So, I will make this easy for you.

Easy and Inexpensive Training

The easiest way I know of to learn something new is to do so from the comfort of your own home. I want to recommend a couple of training courses you can take online in a very short amount of time.

First, if you haven’t already taken the free course,  Increase Your School’s Safety in 5 Easy Steps, grab a cup of coffee or a glass of iced tea, and take this course! It’s free, and you can get it right here. In less than 15 minutes, you will know how to make your school significantly safer.

Second, for a more extended school safety training that is recommended for all school staff members and subs, spend around 90 minutes on this course – Everyday School Safety. This is the online version of the training I’ve delivered many times in person to schools across the country. I’ve lowered the price significantly to make it accessible to educators. You can get that course right here.

While you’re thinking of school safety, why not download some of the handouts on warning signs of violence and suicide, along with other school safety topics. Nearly all are offered for free, and you can get them at The School Safety Store.

If your summer work includes updating your school’s safety plan, this Template Pack will make your life much easier. It includes over 25 documents and templates for school safety planning and response!

It’s also not too late to schedule a Threat Assessment Training for your team this summer. I have a few dates still open, so give me a call or complete the online contact form if this is something you’d like to do.

As always, I want to thank all of the educators out there for the outstanding work you do.

Have an amazing summer!

Spring Requires Extra Vigilance

Suzanne Sibole School Safety, School Violence Prevention, Suicide Prevention, Violence Prevention, Warning Signs , , ,

Extra Vigilance in Spring Months

Spring requires extra vigilance when it comes to identifying warning signs of trouble in our students. There are many rites of passage that occur during the spring months – prom, graduation, senior skip days, and the ending of the school year. All of these events carry the potential for misuse of substances, compromised driving skills, and the sense of freedom that is often accompanied by risk-taking in teens.

But, what I’m talking about here is the increase in suicide numbers that tend to peak during the months of May and June. During an average month, 700 persons die by suicide. During the months of May and June, that number increases to 800 per month. This effect is also seen in the southern hemisphere, in opposite months.

The complexity of suicide makes it difficult to determine the exact reason for the increase, but researchers have a few theories. One is that an individual’s energy may increase as the weather warms, providing just enough of a surge to complete a long-considered suicide. Other theories deal with agitation caused by bipolar disorder, inflammatory diseases, low vitamin D levels, and even tree pollens.You can take a deeper dive into this topic here.

It’s also important to be aware that there are a number of anniversary dates of school violence in the spring. For students who may be considering violence, the following anniversary dates can be significant:

April 1, Prescott High School, Prescott, Arkansas

April 2, Oikos University, Oakland, California

April 2, Cardozo High School, Washington, D.C.

April 9, Gloversville Middle School, Gloversville, New York

April 10, North Park Elementary School, San Bernardo, California

April 11, East English Village Preparatory Academy, Detroit, Michigan

April 12, New River Community College, Christainsburg, Virginia

April 12, Raytown South Middle School, Raytown, Missouri

April 13, Wayne Community College, Goldsboro, North Carolina

April 13, Sheeler Charter High School, Apopka, Florida

April 14, John McDonough High School, New Orleans, Louisiana

April 15, Booker T. Washington High School, Tulsa, Oklahoma

April 16, Virginia Tech, Blacksburg, Virginia

April 17, Flex High School, Flint, Michigan

April 19, Ross Elementary School, Houston, Texas

April 20, Columbine High School

April 20, Forest High School, Ocala Florida

April 23, Antigo High School Prom, Antigo Wisconsin

April 24, Red Lion Area Junior High School, Red Lion, Pennsylvania

April 25, Wynbrooke Elementary School, Stone Mountain, Georgia

April 30, University of North Carolina-Charlotte, Charlotte, North Carolina

May 4, Paine College, Augusta, Georgia

May 4, North Lake College, Irving Texas

May 4, East High School, Pueblo, Colorado

May 5, Paine College, Augusta Georgia

May 5, Highpoint High School, Belleville, Maryland

May 7, Randallstown High School, Randallstown, Maryland

May 7, STEM School Highlands Ranch, Highlands Ranch, Colorado

May 8, Second Chance High School, Chicago, Illinois

May 9, Case Western Reserve University, Cleveland, Ohio

May 10, San Jose State University, San Jose, California

May 11, Highland High School, Palmdale, California

May 14, Duvall County School Bus, Jacksonville, Florida

May 13, Southside High School, Greenville, South Carolina

May 13, Chimborazo Elementary School, Richmond, Virginia

May 15, Augusta High School, Augusta, Kansas

May 15, Moss Bluff Elementary School, Lake Charles, Louisiana

May 16, Dixon High School, Dixon, Illinois

May 17, Raines High School, Jacksonville, Florida

May 18, Harvard College Dormitory, Cambridge, Massachusetts

May 18, South Gate High School, South Gate, California

May 18, Larose Louisiana

May 18, Santa Fe High School, Texas

May 18, Mount Zion High School, Jonesboro, Georgia

May 21, Thompson K-12 International Academy, Southfield, Michigan

May 21, Clarke Street Elementary School, Milwaukee, Wisconsin

May 23, University of California-Santa Barbara

May 23, Highlands Intermediate School, Pearl City,k Hawaii

May 24, Robb Elementary School, Uvalde, Texas

May 24, Technical High School, St. Cloud, Minnesota

May 24, Redland Middle School, Homestead, Florida

May 25, Noblesville West Middle School, Noblesville, Indiana

May 26, McLain High School, Tulsa, Oklahoma

May 27, Horizon Elementary School, Everett, Washington

If you’re not sure what to look for in terms of warning signs, check out the suicide warning signs and violence warning signs freebies from Youth Risk Prevention Specialists. If you need more help, please contact me for training opportunities.

Do Restorative Justice Practices Increase School Safety?

Suzanne Sibole Restorative Justice, School Climate, School Safety, School Safety Strategies, Violence Prevention , ,

Restorative justice practices were put into place in many of our nation’s schools a number of years ago. These programs focus on alternatives to exclusionary discipline practices such as suspension and expulsion. They include conflict resolution, relationship-building, and fostering empathy, forgiveness, and self-reflection.

But, do they help create safer schools and a more positive school climate?

Chicago Public Schools adopted the program during the 2013-14 school year. Researchers at the University of Chicago Education Lab gathered and analyzed data from before the practices were implemented (2008-09) and after they were in place for 5 years (2018-19). They found that the practices resulted in a 35% decrease in student arrests in-school and a 15% decrease in student arrests outside-of-school. Out-of-school suspensions were reduced by 18%. Students perceived improved classroom behavior among their peers and a greater sense of safety and inclusion at school.

Philadelphia High School reported that in the year of restorative justice implementation, “violent acts and serious incidents” dropped by 52%. The following year, they dropped by 40%.

Denver Public Schools reported that over 7 schools, the number of expulsions dropped from 23 to 6, and in-school suspensions improved by 13% after 3 years of restorative justice practices implementation.

While there are many anecdotal accounts of success from these practices, there is little scientific research, and we could benefit from additional studies. To be fair, a Google search will reveal that some studies fail to demonstrate the effectiveness of restorative justice practices in schools. However, the potential benefits of restorative justice practices range from a decrease in discipline referrals and racial disparities to improved academic scores and an increased sense of safety among students and staff.

Is it worth trying in your school?

Studies suggests that the program may need to be consistently in place for 3-5 years before we begin to see the impact If you have been implementing these practices over a number of years and have noted changes, I’d love to hear from you, so I can share your successes (or challenges) with others.

Source material:

The University of Chicago Education Lab, https://educationlab.uchicago.edu/projects/restorative-practices/

Goodwin, B. ASCD, October 2021, Vol.79, No. 2 https://www.ascd.org/el/articles/research-matters-does-restorative-justice-work 

Davison, M. NWEA, December 2022 https://www.nwea.org/blog/2022/what-the-research-tells-us-about-restorative-justice-in-k-12/

Is Autism a Risk Factor for Violence?

Suzanne Sibole Autism, Violence Threat Assessment, Warning Signs , , ,

Those of us who have worked with individuals with autism know that some of the behaviors we’ve seen, mesh with some of the warning signs of violence. It’s important that we learn to separate these two things to get a clearer picture of what is attributable to autism and doesn’t carry a risk of violence, and what may be a warning sign that needs attention.

Isolation, challenges with social interactions and emotional regulation, low frustration tolerance, intense interests/fixation, depression, anxiety and inflexibility can be signs of autism. They can also be warning signs that something is not going well with a neurotypical individual.

How do we know the difference?

Some questions to ask include: has the person been diagnosed with autism? Is there existing comorbidity with a mental illness or personality disorder? Are there new stressors in his/her life? What have others observed? Any recent changes in behavior? Does the person grasp social nuances? Does he or she understand and back off if told that behavior is inappropriate? Does the person exhibit social naivete? This list is barely scratching the surface as the interplay between these elements is highly complex.

Inquire of the person of concern: is this something you feel frequently? Is it normal for you? Is something new going on that has triggered these feelings? Can you tell me more about it? How long have you been dealing with this? Do you understand why this behavior is inappropriate? Do you think you’ll be able to change it?

Consider: Is this person on a pathway to violence? Is there evidence of holding a grudge? Is there evidence of planning for revenge or violence? Has the person mentioned revenge or violence to others? These are important indicators of potential violence in both neurotypical and neurodivergent persons. The possibility also exists that an individual with autism may become an unwitting partner in crime of violence, in part, because of his or her naivete and vulnerability. Comorbidity also increases violence risk for individuals with autism.

We need to realize that autism affects just .08 of the population. Yet, when researchers studied the Mother Jones database of lone shooters, they found diagnosed ASD in 8% of shooters and some indicators of ASD in 21% of shooters. While it’s more likely that a person with autism will be a victim than a perpetrator of violence, some typical behaviors and social/emotional challenges experienced by an individual with autism are similar to those exhibited by a person on the pathway to violence.

It’s critical to have an in-depth developmental history and mental health assessment done by a licensed mental health clinician with training in the factors related to violence risk. It’s also vital to understand that ASD individuals are not more likely to perpetrate violence than the general population. Rather, the coexistence of psychosis, psychopathy, mood disorders and developmental failures, and adverse early experiences contribute to increased risk of violence.

It’s up to us to investigate any warning signs and do what we can to assist with troubling emotions. But, it’s not at all easy to distinguish the root of these behaviors and emotions. I recommend doing additional research on this complex topic and partnering with a psychologist or psychiatrist if you are faced with this situation. I’ve listed some resources  below to get you started.

 

Source material:

White, S. G., Meloy, J. R., Mohandie, K., & Kienlen, K. (2017). Autism spectrum disorder and violence: Threat assessment issues. Journal of Threat Assessment and Management, 4(3), 144–163. https://doi.org/10.1037/tam0000089

Allely, C.S., Minnis, H., Thompson, L., Wilson, P. & Gillberg, C. (2014). Neurodevelopmental and psychosocial risk factors in serial killers and mass murders. Aggression and Violent Behavior, 19, 288-301. http://dx.doi.org/10.1016/j.avb.2014.04.004

Allely, C. S., Wilson, P., Minnis, H., Thompson, L., Yaksic, E., & Gillberg, C. (2017). Violence is rare in autism: When it does occur, is it sometimes extreme? The Journal of Psychology, 151, 49–68.http://dx.doi.org/10.1080/00223980.2016.1175998

Bob Dylan Was Right

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The times they are a-changin’

Bob Dylan was right

The past several years have brought tremendous change, and we are all affected by it. Weather patterns have shifted and extremes are becoming the norm. The political climate continues to be contentious. Our news provides a daily dose of war and atrocity. People remark that there is an increased air of hostility and entitlement in our society. AI has become a gift and a challenge. Student mental health needs have skyrocketed.

And, school violence continues to plague us.

A few years ago, I decided to work in the schools again. While I have worked very hard to acquire and share my expertise in school safety, I wanted to be back in the daily flow of school staff and student life. Then, the pandemic forced yet another change. During the time I was working in the schools, and nominally at my consulting business, many more individuals had entered the field of school safety, working hard to lessen bullying and violence in our schools.

Why, then, do our schools continue to have significant safety problems?

A few things got me thinking about this….school shootings continue, and some have claimed high numbers of victims. Sometimes, we don’t even hear about a shooting that claims fewer victims, and when we do, we may find ourselves trying to suppress our anger and frustration when the news details the tragedy. We’re seeing Department of Justice reports finding that our schools are not as prepared as we had thought.

And this, I believe, is the scariest thing of all.

We’ve worked hard to put safety measures in place. We rehearse and review our safety plans. But, do we do that as often as we should? Are we double-checking our own plans when a new tragedy occurs, to make sure we really are doing all we can? Are we continuing our training, and that of our staff and substitutes? Have we grown weary of hearing about school safety? Have we become at all complacent over the years?

In all honesty, I think I have.

And, I’m betting that I’m not alone. A few school staff members have confided to me that they almost feel like they’re waving a white flag and giving up. There are other problems to deal with on a daily basis. Social media has such an outsized impact on students’ daily lives that we struggle to combat it.

More creative and intrusive ways of taunting and bullying continue to creep up, and we have to keep up.

Which is why I am sharing information with you again. Full retirement wasn’t that fun anyway, and there’s work to be done. I know that your inbox is overflowing and I don’t want to add to that. You are overworked and there aren’t enough hours in the day. But, I continue to gain subscribers on my website who want information, and I’m going to provide it.

You have my word, no more than 1-2 updates per month. If you want to stay on my mailing list, you don’t need to do a thing. If this information is no longer applicable to you, or you just don’t want to hear about school safety anymore, I understand. You can click on the “unsubscribe” link and there will be no hard feelings.

We’re fighting a tough battle, doing our best to keep our staff and students safe at all times. We are in this together, and I will share what I know and continue to learn, to try to make that burden just a little lighter for you.

Suzanne

Can School Violence be Prevented?

Suzanne Sibole School Safety Strategies

school violence prevention

As we watch the news and hear of school violence taking place across the country, many of us have wondered, “can school violence be prevented?”

I know this is a busy time of year for educators, and while I hate to add something to your workload, this is really important.

We may not be able to prevent every act of school violence, but being informed and having the right practices in place can go a long way toward preventing the unthinkable.

If your staff hasn’t had training in the warning signs of suicide and violence in over a year, it’s time to revisit that training. To make this easier for you, I’ve created free handouts on the warning signs of suicide and the warning signs of violence. Simply download them here.

If you would prefer a more in-depth training, check out the online video course Everyday School Safety. It contains an extensive section on the warning signs of violence and the importance of setting up a threat assessment team. If you are just starting the process of setting up your team, I can help by providing training and consultation to get you started. I’ve spent the past decade training schools across the country to develop and mobilize their teams.

It’s also critical to train your students to report any concerns they may have. They are much more tuned in to what their peers are saying than we may be…and they have reasons for holding back. These lesson plans address and validate the reasons students are reluctant to report, and provide ways for them to safely do so.

If you haven’t already read this CNN article on leakage and warning signs, please do so, and feel free to pass it on to your staff. It’s a good, comprehensive overview of what we’ve been saying in the threat assessment world for over 20 years, but much of it is still not common practice. I think we’ve all learned by now that we need to shift our focus to preventing school violence in addition to responding to it. This information should help.

NASP (National Association of School Psychologists) has just released new guidance on behavioral threat assessment and it’s well worth a few minutes of your time to read it. You’ll find it, along with other helpful documents, in the Related Resources column on the right.

Finally, if you have any questions at all, please don’t hesitate to contact me. I am sitting here watching the news on school shooting after school shooting, and I have the knowledge, background and experience to help. All you need to do is contact me.

Have a restful and restorative winter break!

Suzanne

Time to Rethink Active Shooter Training?

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Best-practice guidance

Those of you who have followed me over the years know that I have always been a strong proponent of preventing school violence, rather than focusing solely on after-the-fact actions and active shooter training. I firmly believe that a great deal of violence can be prevented by knowing what to watch for and having a process in place for reporting and assessing concerning words and behaviors.

Of course, I also believe that we need to be prepared overall, for all possible crises and emergencies. This includes knowing how to respond to fires, intruders, chemical leaks and many other hazards.

So, yes, we should know how to respond to an active shooter. But, we may have to rethink some of our current practices.

Research is beginning to support something many of us have believed all along: simulations of active school attacks can be frightening and traumatic for children and staff members.

The latest guidance on armed assailant drills comes to us from NASP, the National Association of School Psychologists and NASRO, the National Association of School Resource Officers. According to their joint report, Best Practice Considerations for Armed Assailant Drills in Schools, “schools should not use simulation techniques with students, and exercises should be appropriate to the participants’ development level and physical abilities. If sensorial exercises are conducted with staff, they should consent and be informed of the tactics being used, mental health supports must be available on-site during the exercises and after the exercises, and adult participants must be informed of the use and purpose of props and simulation aids prior to the drill. Drills should never involve props that interject or simulate physical harm (e.g., paintballs or rubber bullets) or physical contact with participants.”

So, what does this mean for your school? Training exercises should follow a progression of steps, beginning with basic activities. Going forward, lockdown drills should still be a critical component of training. Frequent nonsenorial/nonsimulation planning and walking through potential crises should comprise a great deal of your preparedness efforts. Options-based drills can provide alternative strategies for both staff and students to implement during an emergency situation.

For more detailed guidance in planning and implementing your preparedness and drill protocols, click here for the report referenced above.

Averted Targeted School Violence Report Released Today

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The Secret Service National Threat Assessment Center (NTAC) released its 2021 report on Averted Targeted School Violence today.

I urge you to download and read this report now as it has strong implications for the return to in-person learning for many students.

The report summarizes the findings of a detailed study of 67 averted school attacks. A comparison of home life factors, behaviors and stressors of “plotters” of averted attacks with those who completed attacks, reveals many similarities and a few critical differences.

The primary difference that leapt out at me today is that the highest proportion of plotters planned their attacks for the month of April.

With the April return to school for many students, it’s imperative that we train our staff members on concerning behaviors, reporting procedures and intervention strategies so we can assist students experiencing increased stress during this time.

According to the Secret Service report, stressors experienced by the plotters were:

  • Family
  • Social
  • Academic
  • Criminal/judicial
  • Change in schools
  • General/personal
  • Physical health
  • Unknown

Home life factors experienced by the students who plotted attacks were:

  • Parents divorced/separated
  • Family financial difficulty
  • Parents or sibling arrested/incarcerated
  • Family substance abuse
  • Family discord, incl. domestic violence
  • Family mental health 
  • Abuse/neglect 
  • Non-parental custody/care

In many cases of averted attacks, others have witnessed objectively concerning behaviors – threats, bringing weapons to school, physical violence, suicidal statements.

Also detected in these students were a constellation of lower-level behaviors – changes in behavior, interest in violent topics, a concerning mental status.

I think we can all agree that students have experienced unprecedented stressors over the past year. It is likely that we can’t begin to comprehend the level of stress some of our students have been living with.

Now, more than ever, we need to be vigilant and spend time checking in with our students.

We need to provide resources and we need to report concerns to our student services staff and/or administration. We must have a process in place for identifying those in need of intervention and a method for following up and providing help. We need a trained multidisciplinary threat assessment team. We need to train our students to say something to an adult when they have concerns about their peers. And, we need to act on those concerns.

I have provided only the briefest of details from the Averted Targeted School Violence report in this article. Please download it and spend some time familiarizing yourself with it. Share it with all staff members in your school and make sure everyone knows what to watch for and what to do when they see it. Only then can we feel adequately prepared for our students’ reentry to in-person learning.

My job is to make sure you have the resources you need to make your school a safer place to learn. I want you to be able to make your school safer without spending a lot. I’ve made many resources available to you at no cost, and just a few tools at minimal cost. To see the school safety resources, click here.

For a quick, low-cost way to train your entire staff online, click here. This training includes an expanded section on the warning signs of violence.

If you’d like help determining how to train your staff, feel free to contact me here.

How to Conduct a Virtual Threat Assessment

Suzanne Sibole School Safety Strategies



Many schools are still operating remotely and need to have a plan for conducting threat assessments virtually when someone has concerns about a student’s behavior, words or threats.

  1. To begin, revisit your existing threat assessment team and members. These are the very same people you will want to have on your virtual threat assessment team. The work is nearly the same, with the exception that it must be done via a videoconferencing platform. If you don’t currently have a threat assessment team, click here for details on who needs to be a part of it.
  2. The next step is to pull your team together as soon as possible to review previously agreed-upon roles and practices, make sure someone on the team has access to assessment and tracking forms, and review any concerns that have come to your attention over the past several months.
  3. It’s critical that your teaching staff knows what to look for and how to report any concerns so they can be assessed and acted upon. Your threat assessment team can put together a plan for staff training or dissemination of guidelines to keep everyone in the loop.

Many of the stressors affecting students remain the same as those prior to the pandemic. But, virtual learning has brought unique issues to the forefront that should be explored with students:

  • Social isolation
  • Lesser or greater parental supervision
  • Loss of regular contact with coaches, clergy, school staff and other trusted adults
  • Increase in anxiety, depression, and hopelessness
  • Concerns about societal and political unrest that has been in the news over the past year
  • Increased exposure to family conflict or violence
  • Increase in cyberbullying due to time spent on the Internet and social media
  • Decreased engagement in school
  • Experiences of loss

When concerns about a student are brought to the team’s attention, the team will need to:

  • Meet to review the known facts
  • Complete a preliminary assessment, noting gaps in information
  • Assign responsibilities for gathering additional information
  • Meet again promptly to review new information
  • Determine level and type of risk for the student
  • Create an intervention plan
  • Implement the plan with the help of parents or others in the student’s life
  • Monitor student’s progress
  • Re-assess as needed

If you’re wondering what to consider as schools start to reopen, be sure to read this.

To learn more about the threat assessment process, click here to access Virginia’s model threat assessment program.

Stay safe!

Threat Concerns as Schools Reopen

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Threat concerns as schools reopen

Will high levels of stress translate into high rates of violence?

As schools begin to reopen on either a full-scale or hybrid plan, there are questions about how students, who have been under unusual stress while learning from home, might react. Experts have concerns about the likelihood that stressors experienced while confined to home may exacerbate already existing mental health issues, anger, and behavioral concerns.

The 2019 US Secret Service Report on Targeted School Violence lists the top stressors experienced by students who have perpetrated violent attacks on their schools in the past. The graphic below is from the US Secret Service report, Protecting America’s Schools. You can access the full report here.

Stressors of school attackers

Many of these stressors could be seriously affecting our students at this time. All schools should have a plan in place to check in with students they already know are struggling as well as making sure all students know where to turn for help or to report concerns about a peer. This is all about prevention. We need to focus on identifying students who are struggling and intervene to help them before they ever get to the point of violence or suicide.

A second concern

Another concern I have about the potential increased risk of school violence upon returning to school, stems from the statistics below indicating the time of year prior attacks have taken place.

School attacks time of year

This graphic, from the US Secret Service report, Protecting America’s Schools shows that the highest number of school attacks have occurred during the months of return to school after a break. With the unprecedented break of being quarantined at home for months, we need to be extra vigilant and aware of what to look for in our students.

The resources Warning Signs of Violence and Warning Signs of Suicide can be helpful in increasing your staff’s awareness of these important topics. I encourage you to disseminate this information to all staff members and create a process for reporting concerns so you can act on them quickly and effectively.

Announcement & a quick favor

I’m putting together an updated online school safety training and want to make sure to include everything that would be most helpful to schools right now. Your feedback is extremely valuable and will help me get this right so it’s more useful to you. Please click on this link to complete a very brief survey letting me know your greatest needs.  Thanks so much!