By Robert A. Fein; Bryan Vossekuil; William S. Pollack; Randy Borum; William Modzeleski; Marisa Reddy

This document, Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates, takes these findings one step further by setting forth a process for identifying, assessing, and managing students who may pose a threat of targeted violence in schools. This process–known as threat assessment–was first pioneered by the U.S. Secret Service as a mechanism for investigating threats against the president of the United States and other protected officials. The Secret Service threat assessment approach was developed based upon findings from an earlier Secret Service study on assassinations and attacks of public officials and public figures.

Washington, DC: United States Secret Service and United States Department of Education, 2004. 98p.

By Jeff Allison

This report documents representative case studies of incidents in which targeted violence was thwarted by the actions of college students, school administrators and faculty, campus police, and other stakeholders. The examination of these case studies and the lessons learned from them demonstrates progress toward increased safety at colleges and universities. In addition, a companion publication entitled School Resource Officers: Averted School Violence Special Report presents information on K–12 averted violence incidents and the role school resource officers (SRO) assume in supporting student safety.

Washington, DC: Office of Community Oriented Policing Services, 2020. 40p.

By Emily Winterbotham

Forming part of the Prevention Project, this paper examines the effectiveness of mentorship interventions.

Mentorships, as interventions targeted at the specific needs of individuals or groups of individuals and adapted to the local environment, are assumed to have a higher chance of tackling violent extremism than broad approaches targeting general populations. This paper demonstrates that evaluations of mentorship interventions are limited in number and scope – as with the wider P/CVE field. Existing evaluations often lack well-developed theories of change and are over-reliant on anecdotal evidence. It is therefore difficult to draw causal links between mentoring and positive P/CVE outcomes. This paper is, however, cautiously optimistic about the effectiveness of mentorship programmes.

For mentorship programmes to be successful, stakeholders with a thorough understanding of the target group’s social setting and context are crucial. Connections to local material and human resources and services are important for programme effectiveness and sustainability.

London: Royal United Services Institute, 2020. 64p.