View in EDS

Behavioral Threat Assessment and Equity in Exclusionary School Discipline.

Saved in:
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]
Copyright of School Psychology Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 192044075
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Behavioral Threat Assessment and Equity in Exclusionary School Discipline.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cornell%2C+Dewey+G%2E%22">Cornell, Dewey G.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Maeng%2C+Jennifer%22">Maeng, Jennifer</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Winter%2C+Sonja%22">Winter, Sonja</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Huang%2C+Francis%22">Huang, Francis</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Konold%2C+Tim+G%2E%22">Konold, Tim G.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kerere%2C+Jordan%22">Kerere, Jordan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Afolabi%2C+Kelvin%22">Afolabi, Kelvin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cowley%2C+Deanne%22">Cowley, Deanne</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22School+Psychology+Review%22">School Psychology Review</searchLink>. 2026, Vol. 55 Issue 2, p241-257. 17p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Student+suspension%22">Student suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Student+expulsion%22">Student expulsion</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Fairness%22">Fairness</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of School Psychology Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192044075
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/2372966X.2025.2457006
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 241
    Subjects:
      – SubjectFull: School discipline
        Type: general
      – SubjectFull: Student suspension
        Type: general
      – SubjectFull: Student expulsion
        Type: general
      – SubjectFull: Psychology of students
        Type: general
      – SubjectFull: Fairness
        Type: general
      – SubjectFull: United States
        Type: general
      – SubjectFull: Florida
        Type: general
    Titles:
      – TitleFull: Behavioral Threat Assessment and Equity in Exclusionary School Discipline.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cornell, Dewey G.
      – PersonEntity:
          Name:
            NameFull: Maeng, Jennifer
      – PersonEntity:
          Name:
            NameFull: Winter, Sonja
      – PersonEntity:
          Name:
            NameFull: Huang, Francis
      – PersonEntity:
          Name:
            NameFull: Konold, Tim G.
      – PersonEntity:
          Name:
            NameFull: Kerere, Jordan
      – PersonEntity:
          Name:
            NameFull: Afolabi, Kelvin
      – PersonEntity:
          Name:
            NameFull: Cowley, Deanne
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 02796015
          Numbering:
            – Type: volume
              Value: 55
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: School Psychology Review
              Type: main
ResultId 1