Anonymous reporting systems, school climate, and student threat reporting.

Abstract

Schools nationwide use anonymous reporting systems (ARSs) to identify student threats of violence, but there is little empirical research on the impact of ARSs. This study examined the association between ARS availability and student willingness to report threats as well as the number of threat assessments (TAs) conducted by schools. A statewide sample of 106,865 students in 282 Virginia high schools rated their school climate and their willingness to report peer threats. The majority (91%) of schools used at least one ARS, most commonly internet tip lines (67%). School-and student-level regression models showed that internet tip line accessibility was not associated with student willingness to report threats or with the number of TAs. However, student perceptions of supportive teachers and fair discipline were associated with greater willingness to report, and schools that informed students about TA conducted more TAs. Findings suggest that positive school climates and education about TA might be more effective in encouraging students to report threats than ARSs alone. Public Significance StatementMany schools use anonymous reporting systems as part of their threat assessment and management process in order to reduce barriers to student reporting of peers' violent threats. This study examined the association of anonymous reporting system availability with student willingness to report threats and with the number of threat assessments conducted in schools. Findings suggest that positive school climates and student education about threat assessment might better facilitate student threat reporting than the availability alone of anonymous reporting systems.