THREAT ASSESSMENT IN SCHOOLS AND THE ROLE OF TEACHER LANGUAGE: SCHOOL SAFETY AND COMMUNICATION
DOI:
https://doi.org/10.56238/levv15n41-121Keywords:
Threat Assessment, Teacher Language, School Communication, Triage Protocols, Factual DocumentationAbstract
This review synthesizes evidence on school threat assessment and on the role of teacher language in shaping the quality of information gathered during notification and triage, it examines linguistic and behavioral indicators, immediate communicative strategies, documentation templates and referral protocols that combine welcoming posture, factual recording and collegiate analysis, the paper highlights the effectiveness of open-ended questions, verbatim recording of utterances when feasible, and culturally and linguistically responsive procedures, it addresses integration of digital signals into investigative workflows with legal safeguards, and offers operational recommendations for practical teacher training, standardized documentation and school governance with process and outcome indicators, identified evaluative gaps motivate a research agenda emphasizing implementation studies and action research to measure the effects of communication training on early detection and school safety outcomes, contribution intended to inform public policy, school practice and professional development programs.
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References
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