EARLY DETECTION OF RISK SIGNS IN THE CLASSROOM: A REVIEW OF MODELS FOR PREVENTING VIOLENCE IN THE SCHOOL ENVIRONMENT
DOI:
https://doi.org/10.56238/levv13n31-063Keywords:
Early Detection, Threat Assessment, School Violence Prevention, Classroom Screening, Management ProtocolsAbstract
This bibliographic review integrates evidence on early detection of classroom risk signals and on school violence prevention models, connecting observable behavioral indicators, discursive productions and risk management protocols, it analyzes how systematic observation, temporal documentation and coordination among schools, families and mental health services can transform scattered signals into evidence-based and proportional interventions, it also discusses the U.S. experience, where formal threat assessment protocols were strengthened following the increase in school attacks and began to include emerging risk factors such as ideological polarization, intolerance discourse and hostile digital manifestations, as well as the need to consider neurodiversity specificities and the effects of hyperconnectivity on students’ attention and critical thinking, emphasizing the importance of multidisciplinary teams, accessible reporting routines and practical teacher training, the review identifies convergent patterns including social withdrawal, academic decline, communicative retraction and violent content in physical or digital productions whose confluence raises risk probability and justifies progression from screening to collegial investigation, finally it offers operational recommendations for documentation standardization, continuous training and evaluative research to measure intervention impact and guide local policies of prevention, inclusion and school reintegration.
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