Threats of violence by students in special education

This study examined school response to threats of violence made by students receiving special education services. Comparisons were made between threats of violence by K--12 students in special education (120 cases) and general education (136 cases) in 49 schools that implemented threat assessment guidelines for managing student threats of violence (Cornell, et al., 2004; Cornell & Sheras, in press). Each school had a threat assessment team led by the school principal or assistant principal. In the event of a threat the team leader began a threat assessment, documented the case on a standard form, and coded the threat for seriousness and content. Threats that were not serious and could be readily resolved were classified as transient threats, while more severe threats were termed substantive threats. Students in special education exhibited nearly five times the rate of threats compared to students in general education. This included over three times the rate of transient threats and 13 times the rate of substantive threats than students in general education. Students classified as Emotionally Disturbed (ED) exhibited the highest threat rates (170 per thousand students). Students with Learning Disability (20 per thousand students) and Other Health Impaired (with ADHD diagnoses) (40 per thousand students) classifications also exhibited higher threat rates than students in general education (7 per thousand students). Despite the high rates of threats by students in special education, schools did not use external suspension for students in special education with greater frequency or for longer periods of time than students in regular education for threats of violence. Only three students (two receiving special education services) were expelled. Case studies showed how threat assessment guidelines could be used in a manner that was consistent with IDEA requirements that protect the rights of students with disabilities to a free and appropriate public education. IDEA practices such as the manifestation determination review and the use of functional behavioral assessments and behavior intervention plans are compatible with a threat assessment approach. In conclusion, study findings support the use of threat assessment to manage threats of violence by students in special education.