Threat Assessments and Crisis Interventions in the Public Schools Allen, M. & Burt, K. (2002). School counselors' preparation for and participation in crisis intervention. Professional School Counseling, 6(2), 96-101.

Authors cite the increasing number of crisis situations being experienced in the nation's public schools and describe the trauma, cognitive dissonance and loss of a sense of security that can adversely affect all students and teachers who experience these types of events, even when they are resolved safely. While the list of crisis situation types is virtually infinite in public school settings, some of the more common types of crises that have been experienced in the public schools in the past include natural disasters such as floods, hurricanes, tornadoes and earthquakes) as well as anthropogenic sources including school shootings, suicide, student or teacher deaths, sexual and physical abuse, and gang-related activities. Fires in the schools may be either natural or manmade. Prioritizing these types of crisis situations and formulating contingency plans for response is an important part of the process. Although there remains a paucity of guidance concerning who is most responsible for responding to crisis situations in the schools, authors make the point that school counselors are in an especially good position to coordinate crisis interventions...

Authors add, though, that some counselors may be ill-prepared to assume these responsibilities and will require supplemental or remedial training to ensure that they are prepared to coordinate effective crisis interventions.
Cornell, D. G. & Allen, K. (2012, March). A randomized controlled study of the Virginia student threat assessment guidelines in kindergarten through grade 12. School Psychology Review, 41(1), 100-105.

Authors make the point that the source of threats in the K-12 school environment can assume a number of different forms, ranging from bullying to violent acts that can result from disputes with teachers to failed friendships including romantic involvements between students. During the 2007-2008 school year, more than one-third of public elementary schools and two-thirds of middle and high schools reported threats of physical attacks by students wielding some type of weapon. Assessing these threats requires vigilance on the part of all school personnel, including most especially teachers and school psychologists. Timely performed, threat assessments can help identify these types and sources of these issues and provide the opportunity for mental health interventions for the students that are involved. Because many schools use a zero-tolerance approach to threat assessment, timely…