Assessing risk among students identified as potential safety threats has received intense focus, but little research has focused on the perspectives of these students and their families on their schools’ response to the student’s disruptive behavior. We qualitatively analyzed detailed retrospective, semi-structured interviews conducted with a sample of 12 students and their parents regarding their experience of a safety assessment. Key themes included: history of power struggles; perception of being negatively labeled; and a sense of unfairness. The findings have implications for research and insight about the importance of building positive relationships and avoiding or diffusing power struggles.
Rappaport, N., Pollack, W.S., Schwartz, S.E.O., McMickens, C., Tambara, K., & Flaherty, L.T. (2019). Assessing School Threats: Learning from Students and Parents. International Journal on School Climate and Violence Prevention 3: 113-129.
