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Examining Equity Within School Threat Assessment Response: A Mixed-Methods Analysis
Examining Equity Within School Threat Assessment Response: A Mixed-Methods Analysis
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104839
- ISBN
- 9798290935799
- DDC
- 370
- 서명/저자
- Examining Equity Within School Threat Assessment Response: A Mixed-Methods Analysis
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 167 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
- 주기사항
- Advisor: Eklund, Katie.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약Safe, equitable, and welcoming learning environments facilitate the educational success of children and adolescents. As school psychologists collaborate with educators to advance social justice within school systems, attention to the promotion of safe schools and equitable school climate is vital. The process of behavioral threat assessment and provision of follow-up supports (in lieu of exclusionary discipline) may serve as one important component of an integrated and multi-tiered system for sustaining safe, supportive, and equitable schools. However, the current body of threat assessment research is confined to a small number of states and threat assessment protocols, thus limiting the generalizability of findings. There is a need for an expanded understanding of threat assessment and management; subsequent follow-up responses (e.g., mental health supports); and the extent to which these responses are delivered in an equitable manner to students from diverse ethnic, racial, and disability backgrounds. The current study applied an explanatory sequential mixed-methods approach to examine the relationship between the implementation of comprehensive threat assessment procedures and the equitable provision of follow-up responses to students. Quantitative data indicated that most students received at least one nondisciplinary follow-up response and that many specific nondisciplinary and disciplinary responses were provided equitably across student groups. However, disparities related to the provision of only nondisciplinary responses, referral to law enforcement, and mental health referral and/or supports emerged. Multidisciplinary threat assessment team members participated in qualitative focus groups and shared perspectives that help explain these results. Findings inform future research directions and practical implications for researchers and practitioners as they seek to improve threat assessment policy and practice.
- 일반주제명
- Educational psychology
- 일반주제명
- School counseling
- 일반주제명
- Public policy
- 키워드
- School safety
- 기타저자
- The University of Wisconsin - Madison School Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798290935799
■035 ▼a(MiAaPQ)AAI32172278
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aAnderson, Ellen C.
■24510▼aExamining Equity Within School Threat Assessment Response: A Mixed-Methods Analysis
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a167 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: A.
■500 ▼aAdvisor: Eklund, Katie.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aSafe, equitable, and welcoming learning environments facilitate the educational success of children and adolescents. As school psychologists collaborate with educators to advance social justice within school systems, attention to the promotion of safe schools and equitable school climate is vital. The process of behavioral threat assessment and provision of follow-up supports (in lieu of exclusionary discipline) may serve as one important component of an integrated and multi-tiered system for sustaining safe, supportive, and equitable schools. However, the current body of threat assessment research is confined to a small number of states and threat assessment protocols, thus limiting the generalizability of findings. There is a need for an expanded understanding of threat assessment and management; subsequent follow-up responses (e.g., mental health supports); and the extent to which these responses are delivered in an equitable manner to students from diverse ethnic, racial, and disability backgrounds. The current study applied an explanatory sequential mixed-methods approach to examine the relationship between the implementation of comprehensive threat assessment procedures and the equitable provision of follow-up responses to students. Quantitative data indicated that most students received at least one nondisciplinary follow-up response and that many specific nondisciplinary and disciplinary responses were provided equitably across student groups. However, disparities related to the provision of only nondisciplinary responses, referral to law enforcement, and mental health referral and/or supports emerged. Multidisciplinary threat assessment team members participated in qualitative focus groups and shared perspectives that help explain these results. Findings inform future research directions and practical implications for researchers and practitioners as they seek to improve threat assessment policy and practice.
■590 ▼aSchool code: 0262.
■650 4▼aEducational psychology
■650 4▼aEducational administration
■650 4▼aSchool counseling
■650 4▼aPublic policy
■653 ▼aThreat assessment
■653 ▼aSchool safety
■653 ▼aSchool psychologists
■653 ▼aFollow-up responses
■653 ▼aEquitable schools
■690 ▼a0525
■690 ▼a0630
■690 ▼a0514
■690 ▼a0519
■71020▼aThe University of Wisconsin - Madison▼bSchool Psychology.
■7730 ▼tDissertations Abstracts International▼g87-02A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359131▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
