PIC 0: A titlecard with the words “Recognizing Behaviors of Concern” appears with an icon of two holding hands making the shape of a heart on top. The screen fades to Anika in a classroom background.
It’s great that Cara shared with me that she was worried about her friend Jake. When students look out for each other like that, it helps keep everyone safe.
We want our students to know that they have a role in creating a safe and caring school culture. And we need to remember that as staff members, we do too.
PIC 1: Next to Anika, the words “We Care” appears. Above, the icon of two holding hands resembling a heart also appears.
We want to make sure students know they can talk to us and share concerns about themselves or a peer.
And, if they do, we can’t stop there. Based on what we know, we have to decide how best to respond.
Sometimes it’s helpful to think of student concerns on a continuum.
Starting from something that you can manage, to something more serious that you should report to administration, to something even more serious that rises to the level of a crisis.
PIC 2: A horizontal line scale appears in a background that goes from orange on the left and transitions to red to the right. To the extreme left is the word “Concern” with an exclamation mark inside a caution triangle icon. To the extreme right is the word “Crisis” with an exclamation mark inside a star icon.
PIC 3: Two definitions are presented on a grey background. “Concern” is written in orange with an exclamation mark inside a triangle icon, while “Crisis” is written in red with an exclamation mark inside a star icon.
Concern
Academic, social or personal behavior, communications, or mental health issues which do not appear to present an immediate threat to safety or security, but warrant further investigation or intervention.
Crisis
There is the potential of harm to self, others, or property. The individual should not be left alone and the situation needs to be dealt with immediately.
You want to ask yourself:
How concerning is the information shared?
Is there any risk, or potential risk of harm?
What is the level of urgency?
PIC 4: The narrated questions are displayed in light blue next to Anika.
Take a moment to look over some warning signs.
PIC 5: A grey background with tabs can be shown on the top, with the “Behaviors” tab highlighted. Two bulleted lists are shown on a grey background. “Concern” has it’s orange icon and “Crisis” has it’s red icon.
Concern
Crisis
PIC 6: The next tab, “Mental health,” is highlighted. The two bulleted headers remain the same, but the list changes.
Concern
Crisis
PIC 7: The next tab, “Academic,” is highlighted. The two bulleted lists are updated.
Concern
Crisis
PIC 8: The last tab, “ATTENDANCE,” is highlighted. The two bulleted lists are updated.
Concern
Crisis
PIC 8: Anika reappears.
These warning signs can be communicated in a variety of ways. Students might bring you concerns that they’ve seen or heard.
This could be through verbal communication, text messages, social media posts. There are about a million ways our students communicate.
It will not always be clear where a student falls on the scale from concern to crisis, but assessing what we know about each situation can help determine the type of response and urgency.
PIC 9: The header “What do you do?” appears in a fullscreen grey background. The two bulleted lists of “Concern” and “Crisis” are displayed again.
Concern
Crisis
PIC 10: Anika reappears on screen.
I know Cara didn’t share a lot of information with me, but I thought about everything I did know.
This was a big change in behavior for Jake. He was stressed and feeling desperate, and potentially looking to violence as a way to make it better.
This made the situation a high level of concern that could easily become a crisis if I didn't intervene.
PIC 11: The fullscreen shot of the Concern to Crisis line scale reappears. A thumbnail of Jake is displayed close to the middle of this scale, with the caption “Report to counselor or administrator immediately.”
It was clear that I needed to report this information to a counselor or administrator immediately. This way they could conduct a threat assessment.
PIC 12: Anika reappears on screen.
They were able to help everyone involved. Including providing Jake with the resources and support he needed.
Let’s take a moment to look at a few other situations. Try to recognize the warning signs and decide what next steps should be taken.
PIC 13: A fullscreen scenario appears on a grey background. A thumbnail of Liam is shown to the left, and his scenario description is shown on the right.
Liam came back to school today after being suspended for fighting during basketball practice. He asked to go to the bathroom, but hasn’t returned. One of his friends approaches you looking worried and tells you that he just saw Liam watching videos of school shootings. And that Liam told him not to stay after school today right before he walked out.
Where do you think this situation falls on the concern to crisis scale?
PIC 14: The concern to crisis scale reappears. Jake’s thumbnail is ghosted, while Liam’s thumbnail can be shown all the way to the far right, indicating his case is in a crisis. A caption reads: “Report everything you know immediately to the school administration.”
This is a clear crisis. Liam is watching videos of school shootings and implying that it isn’t safe for his friend to stay after school.
Additionally, Liam left class and no one knows where he is.
It's important to report everything you know immediately to the school administration.
PIC 15: Another fullscreen scenario appears on a grey background. A thumbnail of Jon is shown to the left, and his scenario description is shown on the right.
Jon plays first person shooter games every day after school, and doesn’t seem very interested in having meaningful relationships. Jon is more on the outside of peer groups, and doesn’t have any close friends or staff members that know him well.
Where do you think this situation falls on the concern to crisis scale?
PIC 16: The concern to crisis scale reappears. The thumbnails of Jake and Liam are ghosted, while Jon’s thumbnail can be shown all the way to the far left, indicating his case is a concern. A caption reads: “Check in with him regularly and inform him about support at school.”
Based on what you know, this presents a low level of concern. The fact that Jon likes to play violent video games doesn’t mean he’s considering violence in real life.
But, Jon tends to isolate himself, even from his peers.
You want to check in with him regularly, letting him know there's an adult at school he can talk to if he needs.
By building a strong relationship with Jon, you’ll be able to recognize if his behavior changes or if there are any warning signs that something might be wrong.
PIC 17: Another full screen scenario appears on a grey background. A thumbnail of Alyssa is shown to the left, and his scenario description is shown on the right.
Alyssa was caught vaping in school. One of her friends reported that she had been posting vaguely threatening messages about the teacher who caught her. Saying things like, “Who wants to join me in making Mr. Jeen’s life miserable?” She blames him for getting in trouble and says he ruined her life. She is convinced no college will accept her with a discipline record.
Where do you think this situation falls on the concern to crisis scale?
PIC 18: The concern to crisis scale reappears. The thumbnails of Jake, Liam, and Jon are ghosted, while Alyssa’s thumbnail can be shown in between Jon and Jake (but closer on the right side with Jake), indicating her case is a high level concern. A caption reads: “Seek support for her.”
Based on what you know, Alyssa’s situation is a high level of concern. Any threat, no matter how minor should be addressed immediately.
This is the right time to seek support for Alyssa. Without it, her emotions could build, leading to her potentially escalating beyond just threats.
With the right support she can learn to manage stress and disappointment in healthy ways, taking responsibility for her actions and learning from them. This will help her work towards the future she envisions for herself.
PIC 19: The last full screen scenario appears on a grey background. A thumbnail of Jackie is shown to the left, and his scenario description is shown on the right.
Jackie, a student athlete, has previously seen the school counselor for her anxiety and depression. If her GPA drops too low, she’ll lose her spot on the volleyball team, and in turn, her college scholarship. When you handed Jackie her midterm and she saw she got a C, she stormed out of the classroom in tears.
Where do you think this situation falls on the concern to crisis scale?
PIC 20: The concern to crisis scale reappears. The thumbnails of Jake, Liam, Jon, and Alyssa are ghosted, while Jackie’s thumbnail can be shown in between Jake and Liam (but closer on the left side with Jake), indicating her case is a very high level concern. A caption reads: “Reconnecting her to her counselor.”
Given what we know, this seems like a high level of concern that could become a crisis if not addressed.
The potential to lose her scholarship is a major stressor for Jackie.
You don’t know where she is and she was upset when she walked out.
It is important to contact an administrator immediately to report your concerns.
PIC 21: Anika reappears on screen.
I still struggle sometimes with knowing exactly what to do and say.
But what I do know is that we all play a vital role in creating a safe, supportive school climate.
PIC 22: Next to Anika, the words “Safe and Supportive School Climate” appears. On top is an icon of three silhouettes connected by a circle.
Forming a strong foundation of communication gives you insight into your students’ lives, stressors, and experiences. And that insight helps you recognize warning signs and connect your students to the support they need.
PIC 23: The words change to “Supporting Students.” An icon of two holding hands resembling a heart appears above.
When we support our students, we help keep our schools safe for everyone.