Mark Follman

first or the most because it makes them feel weird. In that case, actually, it was another student who overheard that comment at the bus stop and she was freaked out and she told a teacher, which was great. That's what the field of threat assessment wants. It's a component of this process that's really fundamentally important. They call it the bystander or upstander component

first or the most because it makes them feel weird. In that case, actually, it was another student who overheard that comment at the bus stop and she was freaked out and she told a teacher, which was great. That's what the field of threat assessment wants. It's a component of this process that's really fundamentally important. They call it the bystander or upstander component

Yeah, see something, say something, essentially. If you're concerned about someone, you're worried they're maybe going to do something bad, then reach out for help. And that's what this student did in that case. And in this case, until I wrote about it in the book, no one in the public ever knew about it because they got the kid help and they steered him away from it.

Yeah, see something, say something, essentially. If you're concerned about someone, you're worried they're maybe going to do something bad, then reach out for help. And that's what this student did in that case. And in this case, until I wrote about it in the book, no one in the public ever knew about it because they got the kid help and they steered him away from it.

Yeah, see something, say something, essentially. If you're concerned about someone, you're worried they're maybe going to do something bad, then reach out for help. And that's what this student did in that case. And in this case, until I wrote about it in the book, no one in the public ever knew about it because they got the kid help and they steered him away from it.

That's really what this work's all about.

That's really what this work's all about.

That's really what this work's all about.

Yeah. And that was a case where you had a failure of, there wasn't a threat assessment process like this in place. So- Let's talk about a case where it did work. One is this student, Brandon, who I talked about earlier, who at the bus stop said he was going to bring a gun to school. Another kid hears it, tells the teacher, goes to the threat assessment team.

Yeah. And that was a case where you had a failure of, there wasn't a threat assessment process like this in place. So- Let's talk about a case where it did work. One is this student, Brandon, who I talked about earlier, who at the bus stop said he was going to bring a gun to school. Another kid hears it, tells the teacher, goes to the threat assessment team.

Yeah. And that was a case where you had a failure of, there wasn't a threat assessment process like this in place. So- Let's talk about a case where it did work. One is this student, Brandon, who I talked about earlier, who at the bus stop said he was going to bring a gun to school. Another kid hears it, tells the teacher, goes to the threat assessment team.

They quickly gather a lot of information about Brandon. They're very concerned. This is a high risk case. And this is actually a case that I was able to watch develop. I was basically embedded with the team. This was in 2019 when this was happening.

They quickly gather a lot of information about Brandon. They're very concerned. This is a high risk case. And this is actually a case that I was able to watch develop. I was basically embedded with the team. This was in 2019 when this was happening.

They quickly gather a lot of information about Brandon. They're very concerned. This is a high risk case. And this is actually a case that I was able to watch develop. I was basically embedded with the team. This was in 2019 when this was happening.

And the team spent a lot of time talking about what can we do to help Brandon to get him off this pathway, to get him away from thinking about violence. Why is he in crisis? What's going on with him? There was concerns that he was suicidal. The first thing they did was they sent a school resource officer, police officer, out to his house to see if he had firearms.

And the team spent a lot of time talking about what can we do to help Brandon to get him off this pathway, to get him away from thinking about violence. Why is he in crisis? What's going on with him? There was concerns that he was suicidal. The first thing they did was they sent a school resource officer, police officer, out to his house to see if he had firearms.

And the team spent a lot of time talking about what can we do to help Brandon to get him off this pathway, to get him away from thinking about violence. Why is he in crisis? What's going on with him? There was concerns that he was suicidal. The first thing they did was they sent a school resource officer, police officer, out to his house to see if he had firearms.

He's threatening to bring his dad's gun to school, right? So the officer talks with his mother and with Brandon in the home the night that this is coming up. They jump into action quickly on that if there's an imminent concern. That's the first thing they want to figure out. Turns out he doesn't have access to a gun. That's good. But then the question is, what else do you do going forward?

He's threatening to bring his dad's gun to school, right? So the officer talks with his mother and with Brandon in the home the night that this is coming up. They jump into action quickly on that if there's an imminent concern. That's the first thing they want to figure out. Turns out he doesn't have access to a gun. That's good. But then the question is, what else do you do going forward?

He's threatening to bring his dad's gun to school, right? So the officer talks with his mother and with Brandon in the home the night that this is coming up. They jump into action quickly on that if there's an imminent concern. That's the first thing they want to figure out. Turns out he doesn't have access to a gun. That's good. But then the question is, what else do you do going forward?