ABSTRACT
Behavioral and mental health services are becoming a necessary function of school systems and can equitably be applied through a Social-Emotional-Behavioral Multi-Tiered System of Support. Consequences for social-emotional and behavioral issues can be very punitive and applied inequitably in schools. Severe punishment of children from communities experiencing economic disadvantages, negative cultural bias, and a high risk of incarceration further exacerbates the poverty cycle and school-to-prison pipeline and violates social justice principles. Students are at-risk for adverse childhood experiences, which require trauma-informed care. Incremental correction systems and restorative justice must replace harsh discipline practices, offering students an opportunity to apply self-awareness and self-recognition techniques in modifying and improving their own behavior. Red flags for educators to identify students on a path to attack are emphasized, as well as the need for school-based threat assessment teams, transition teams, and reentry planning. State school safety efforts across the nation are discussed and framed against research and best-practice recommendations. A successful example of participating in meaningful policy change through a state school safety task force is shared.
