Prevention Before Crisis: How Schools Can Identify Concerns and Intervene Early
- Jul 15
- 2 min read
School violence is rarely the result of a single moment. In many cases, concerning behaviors, escalating challenges, and missed opportunities for intervention appear long before a crisis occurs. Recognizing those opportunities, and knowing how to respond, is a critical part of violence prevention.
In this episode of The Sound Off on School Safety, Michele Gay is joined by Dr. Kate Rahi, Associate Director of Projects and Training at Safe and Sound Schools, to examine how schools can move from a reactive approach to a proactive one by building systems designed to identify concerns, assess risk, and provide meaningful support before a situation escalates.
Drawing from her experience in social work, crisis response, threat assessment, and violence prevention initiatives, Dr. Rahi explores the importance of multidisciplinary teams in preventing targeted violence. Effective prevention requires more than one perspective — it depends on collaboration among educators, mental health professionals, administrators, law enforcement partners, families, and others who understand the students and communities they serve.
Throughout the conversation, Michele and Dr. Rahi discuss why early intervention matters and how schools can create pathways for concerns to be identified and addressed before they reach a point of crisis. They highlight the role of threat assessment and management practices, the importance of gathering information from multiple sources, and the need to approach concerning behavior with both safety and support in mind.
The episode also explores how schools can strengthen prevention efforts by fostering environments where students feel connected, trusted adults are accessible, and teams are prepared to respond when warning signs emerge. By focusing on identification, intervention, and coordinated action, schools can better position themselves to prevent violence and protect their communities.
Watch the full episode below:
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