The present study examined two critical questions concerning the prevention of targeted school violence. The first research hypothesis assessed how high-school students rate different types of targeted school violence threats in terms of seriousness. The second research hypothesis examined whether or not students were more likely to report the most serious threats to authority figures.

Participants included high-school students in good standing from one private school (N = 64) and two public schools (N = 109). Each participant was randomly administered one KAB of two questionnaires. Each questionnaire consisted of 21 vignettes depicting one of seven types of targeted school violence threats: verbal direct, written direct, verbal indirect, written indirect, verbal conditional, written conditional, and symbolic. One questionnaire asked participants to rate each vignette based on perceived seriousness and the other questionnaire asked participants to mark whether or not they would report each targeted school violence threat to an authority figure. Results partially supported prior research, suggesting the more detailed a threat is, the greater the risk the threat poses. Participants rated verbal direct targeted school violence threats as significantly more serious than all of the less specific threat types. Written direct targeted school violence threats were rated as more serious than were less specific threats, though not to a significant degree. Findings also partially supported research, suggesting individuals are more likely to intervene when a threat is perceived to be an imminent danger. In addition, the most serious targeted school violence threats were reported more often to authority figures than were targeted school violence threats rated as less serious. Findings did not support research supportive of maturity of judgment. Upperclassmen (higher maturity of judgment) were not more willing to report targeted school violence threats to authority figures than were underclassmen. Implications of research finding for law enforcement, school administrators, and school counselors are discussed.