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Behavioral Threat Assessment and Equity in Exclusionary School Discipline.

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Bibliographic Details
Title: Behavioral Threat Assessment and Equity in Exclusionary School Discipline.
Authors: Cornell, Dewey G. (AUTHOR), Maeng, Jennifer (AUTHOR), Winter, Sonja (AUTHOR), Huang, Francis (AUTHOR), Konold, Tim G. (AUTHOR), Kerere, Jordan (AUTHOR), Afolabi, Kelvin (AUTHOR), Cowley, Deanne (AUTHOR)
Source: School Psychology Review. 2026, Vol. 55 Issue 2, p241-257. 17p.
Subjects: School discipline, Student suspension, Student expulsion, Psychology of students, Fairness
Geographic Terms: United States, Florida
Abstract: The widespread adoption of behavioral threat assessment across the United States has raised concerns about equity in exclusionary school discipline. This study examined out-of-school suspension (OSS), placement change, and expulsion rates for a statewide sample of approximately 19,000 students who received a threat assessment in 1,700 Florida schools using the Comprehensive School Threat Assessment Guidelines. Bayesian multilevel logistic regression indicated that disciplinary outcomes were strongly associated with team determination of threat seriousness, but not school-level characteristics other than greater exclusionary discipline in secondary schools. Student-level disability and low income were associated with lower rates of exclusionary discipline. Black and Hispanic students had slightly higher suspension rates, but expulsion and placement change rates were not different than White students. In contrast to the disparities typically observed in school discipline, threat assessment was associated with only small or no disparities, supporting the equity of threat assessment for groups typically disadvantaged by disproportionate exclusionary discipline. Impact Statement A Best Practices statement by the National Association of School Psychologists described behavioral threat assessment and management as a critical component of efforts to prevent violence by students, but cautioned that the process must be properly implemented so that it does not lead to the overuse of exclusionary discipline for students of color and students with disabilities. This statewide study of 19,000 threat assessments in 1,700 Florida public schools found largely equitable outcomes in out-of-school suspension, expulsion, and school transfer for students grouped by race/ethnicity, disability, and low-income status. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:The widespread adoption of behavioral threat assessment across the United States has raised concerns about equity in exclusionary school discipline. This study examined out-of-school suspension (OSS), placement change, and expulsion rates for a statewide sample of approximately 19,000 students who received a threat assessment in 1,700 Florida schools using the Comprehensive School Threat Assessment Guidelines. Bayesian multilevel logistic regression indicated that disciplinary outcomes were strongly associated with team determination of threat seriousness, but not school-level characteristics other than greater exclusionary discipline in secondary schools. Student-level disability and low income were associated with lower rates of exclusionary discipline. Black and Hispanic students had slightly higher suspension rates, but expulsion and placement change rates were not different than White students. In contrast to the disparities typically observed in school discipline, threat assessment was associated with only small or no disparities, supporting the equity of threat assessment for groups typically disadvantaged by disproportionate exclusionary discipline. Impact Statement A Best Practices statement by the National Association of School Psychologists described behavioral threat assessment and management as a critical component of efforts to prevent violence by students, but cautioned that the process must be properly implemented so that it does not lead to the overuse of exclusionary discipline for students of color and students with disabilities. This statewide study of 19,000 threat assessments in 1,700 Florida public schools found largely equitable outcomes in out-of-school suspension, expulsion, and school transfer for students grouped by race/ethnicity, disability, and low-income status. [ABSTRACT FROM AUTHOR]
ISSN:02796015
DOI:10.1080/2372966X.2025.2457006