Unwanted aggressive behavior(s) involving an observed or perceived power imbalance;

Done by another youth or group of youths, who are not siblings or current dating partners;

Repeated multiple times or is highly likely to be repeated;

Inflicts harm or distress on the targeted youth including physical, psychological, social, or educational harm (CDC). 

Verbal Bullying: saying or writing things that could be mean or hurtful.  Things like: name-calling, threats, taunting, teasing, and inappropriate sexual comments.

Social Bullying: Involves hurting someone's reputation or relationships.  Making someone feel like they don’t belong to a group. Some examples: leaving someone out on purpose, spreading rumors, embarrassing someone in public, or preventing someone from being friends with someone else.

Physical Bullying: Involves hurting a person’s body or things that belong to them.  Physical bullying includes: hitting, kicking, punching, spitting, pinching, pushing,  damaging someone’s belongings, or making rude gestures.

Cyberbullying

Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.

The most common places where cyberbullying occurs are:

Social Media, such as Facebook, Instagram, Snapchat, and Tik Tok

Text messaging and messaging apps on mobile or tablet devices

Instant messaging, direct messaging, and online chatting over the internet

Online forums, chat rooms, and message boards, such as:

Reddit

Email

Online gaming communities

Laws and Policies: Public and charter school districts in Arizona are required to adhere to the following laws specific to bullying: 

Public and charter school districts in Arizona are required to adhere to the following laws specific to bullying: 

Arizona Revised Statutes §15-341. General powers and duties; immunity; delegation

Arizona Revised Statutes §15-2301. Hazing prevention policies; definitions. 

What are the policy requirements for schools in Arizona to prevent and respond to bullying behavior?

Arizona school districts are required to prescribe and enforce policies and procedures to prohibit pupils from harassing, intimidating, or bullying other pupils. District policies must contain key policy and procedural elements, including, but not limited to:

• Definitions of the terms harassment, intimidation, and bullying;
• Procedures for reporting and investigation;
• Procedures for notifying the alleged victim and alleged victim’s parent or guardian when a school official or employee becomes aware of a suspected incident of harassment, intimidation, or bullying;
• Requirements to provide written copies of the rights, protections, and support services available to alleged victims and procedures to protect the health and safety of pupils who are physically harmed as the result of incidents of harassment, intimidation, and bullying; and,
• Statements of disciplinary consequences for violations of the policy.

Please visit your school or district's website or talk to your school or charter district administration to determine what steps to take to address your bullying concerns. 

The following websites have comprehensive information on bullying available: 

Stopbullying.gov 

CDC: Preventing Bullying 

Arizona Department of Health Services ADHS: MustStopBullying.org

For more information regarding Federal Laws and policies, please visit here: https://www.stopbullying.gov/resources/laws

Arizona Department of Education's Effective Teachers and Leaders Program. This program area offers a variety of trainings on critical topics for school leaders, including how to combat bullying in their schools. School leaders interested in attending a training should contact Effective Teachers and Leaders at [email protected].

Jake’s Law ensures that students have access to behavioral health services by requiring schools to develop and publicly post referral policies, collaborate with community providers to offer services on campus or via telehealth, and actively promote awareness of available mental health resources.  

The Mitch Warnock Act requires all school personnel working with students in grades 6 through 12 to complete suicide prevention training at least once every three years. Enacted to strengthen early intervention efforts, the law ensures that educators, counselors, and staff are equipped to recognize warning signs of suicidal behavior, respond appropriately, and refer students to professional help. Training must be evidence-based and approved by the state, and may be delivered through in-service or professional development programs. 

1. It is the responsibility of the school district or charter to maintain accurate records of trained personnel. School guidance counselors, teachers, principals, and other school personnel are responsible for maintaining proper documentation of their certification of completion of suicide prevention and awareness training. Like a fingerprint clearance card, these educators should maintain a personal copy of their certification as well as provide their district with a copy.
2. We recommend LEAs view the Suicide Prevention Guidance for School Leaders Webinar here: Suicide Prevention Guidance for School Leaders. 

A half-day suicide alertness training that prepares participants to recognize individuals with thoughts of suicide and connect them to life-saving resources. Designed for anyone aged 15 and older, safeTALK uses a simple yet effective model to teach how to identify warning signs, engage in supportive dialogue, and refer at-risk individuals to trained professionals.

A two-day, intensive workshop designed to help participants develop the skills to intervene and support individuals at risk of suicide. Through interactive learning, role-play, and practice, ASIST teaches how to recognize warning signs, build a connection, and create a safety plan. It’s widely used by educators, counselors, and community members to provide life-saving support in moments of crisis. 

A suicide prevention training that teaches individuals how to recognize the warning signs of suicide, ask direct questions, offer hope, and refer someone to appropriate help. The training is designed to be quick, practical, and effective to empower educators, parents, and community members to act as gatekeepers who can save lives through early intervention.

An evidence-based training program that teaches adults how to identify, understand, and respond to signs of mental health and substance use challenges in adolescents. Participants learn how to approach youth in crisis, provide initial support, and connect them with appropriate professional help. The training is designed for teachers, school staff, parents, and community members who regularly interact with young people.

The Arizona Department of Education has a number of supports for trained trainers. 

• Each year, ADE hosts a training of trainers for safeTALK, ASIST, and QPR. If you are interested in learning more, email [email protected]. 
• ADE provides training materials for Livingworks safeTALK and ASIST at no cost, along with additional supports. View the flyer for all information. 
• Once a trainer, ADE has a dedicated Suicide Prevention Trainer Channel to connect with trainers across Arizona. 

View All Trainer Supports Here!

1. Teen Lifeline, Call and Text Crisis Line: 602-248-8336 (TEEN)
2. Dial 2-1-1 to get connected to local resources in your community throughout the state. Help is available from 9 a.m. to 7 p.m. daily in English and Spanish.
3. Solari Statewide Crisis Line: Call 1-844-534-HOPE or Text HOPE to 4HOPE
4. Central AZ (Maricopa): 602-222-9444 or 1-800-631-1314
5. Northern AZ (Apache, Coconino, Gila, Mohave, Navajo, and Yavapai): 1-877-756-4090
6. Southern AZ: (Cochise, Graham, Greenlee, La Paz, Pima, Pinal, Santa Cruz, Yuma Counties or  San Carlos Apache Reservation): Call 1-866-495-6735
7. Tohono O'Odham Nation Crisis Line: 1-844-423-8759
8. Gila River and Ak-Chin Indian Communities Crisis Line: 1-800-259-3449
9. Salt River Indian Community Crisis Line: 1-855-331-6432

1. National Suicide Prevention Lifeline:988

2. Crisis Text Line: Text CONNECT to 741741

3. National Sexual Assault Hotline-Free. Confidential. 24/7: 800-656-HOPE (4673)

4. Chat on their app or at https://www.rainn.org/get-help

Arizona Project Bright Futures is developing toolkits and model policies to support school communities in implementing effective suicide prevention and early intervention strategies. Additional resources will be added as they become available.

 Resilient Arizona Crisis Counseling Program (English and español) - Call 211 now to connect to an Arizona crisis counselor.

The mission of Resilient Arizona CCP is to assist individuals and communities in recovering from the psychological effects of the Coronavirus pandemic through community-based outreach, emotional support, and educational services. Services are provided at no cost and are available to anyone who has been impacted by the pandemic. These services are provided in safe, accessible telephonic and virtual locations. Services can be provided in a group setting or one-on-one and include supportive crisis counseling, education, development of coping skills, and connection to appropriate resources.​​​

Crisis Response Network

Central AZ: 602-222-9444 or 1-800-631-1314

Northern AZ: 1-877-756-4090

Southern AZ: If you live in Cochise, Graham, Greenlee, La Paz, Pima, Pinal, Santa Cruz, Yuma Counties, or on the San Carlos Apache Reservation, you call 1-866-495-6735

Tohono O'Odham Nation Crisis Line: 1-844-423-8759

National and Regional Crisis Hotlines

Crisis Text Line: Text CONNECT to 741741

Teen LifeLine: Phone or Text 602-248-TEEN (8336) Monday-Friday 3 – 9 PM

National Suicide Prevention Lifeline: 1-800-273-TALK (8255)

National Sexual Assault Hotline-Free. Confidential. 24/7: 800-656-HOPE (4673)
Chat on their app or at https://www.rainn.org/get-help
1 in 6: 800-656-HOPE (4673) or chat (see below)
Support for men and boys experiencing sexual abuse or assault. Offers information, resources, 24/7 chat, online support groups, trauma-informed training, and webinars. www.1in6.org  
National Substance Use and Disorder Issues Referral and Treatment Hotline: 1-800-662-HELP (4357)
National Human Trafficking Hotline 24/7:  1-888-373-7888
If you or someone you know needs help, call the National Human Trafficking Hotline toll-free hotline, 24 hours a day, 7 days a week, to speak with a specially trained Anti-Trafficking Hotline Advocate. Support is provided in more than 200 languages. They are here to listen and connect you with the help you need to stay safe. Callers can dial 711 to access the Hotline using TTY. You can also email [email protected]. All communication with the hotline is strictly confidential. Read their Confidentiality Policy here. Download and print FREE materials and resources here: https://humantraffickinghotline.org/get-involved/downloadable-resources  

Each school has unique relationships with behavioral health providers in its area. Some schools allow services to be provided on campus; other schools refer students off-campus.

If you are an educator, caregiver/family member and you are interested in getting your student connected to services, please speak with your school social worker, counselor, principal, or school nurse for more information about the resources provided in your area.

Below are guides for school administrators and districts.

• Mental Health Considerations & Guidance To Referral Process For Schools in Arizona-Step-by-step instructions to support youth and families in need of support from community-based providers. The document explains referrals and addresses funding. 
• Additional Funds to Support Student Mental Health for School (One-Page Guide): This one-page guide offers information about AHCCCS' partnership, and links to more information regarding the Community Mental Health Block Grant allocated to the Title XIX/XXI funding, &  Children's Behavioral Health Services Fund. 
• Arizona Health Care Cost Containment System: This page offers more information about specific services, funding sources, and programs available for school-age youth.
• Accessing/Paying for Behavioral Health: This printable guide helps understand how to access and pay for behavioral health services for students. 
• Advancing Comprehensive School Mental Health Systems - Guidance From the Field: This guidance document assists communities in developing high-quality, comprehensive school mental health systems to support students. 
• Parent-Caregiver Behavioral Health Services in Schools Frequently Asked Questions: This one-page guide, available in both English and Spanish, answers frequently asked questions about accessing behavioral health services in school settings.

ADE encourages all LEAs to implement evidence-based programs and practices that support a positive campus climate and culture. There are multiple avenues, both within ADE and nationwide to help your school get started.

School Employee Wellness Guide: This guide is a resource for districts and schools with no prior experience with employee wellness initiatives as well as for those seeking to improve an existing initiative. It was written with diverse readers in mind. People in a variety of positions— from human resources directors to district superintendents to wellness coordinators—play a role in leading and supporting employee wellness initiatives. Though the guide was developed for public schools, most of the information will apply to all types of schools.

Multi-Tiered Systems of Support (MTSS) & PBIS (Positive Behavior Interventions & Supports): Technical Assistance Center on PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency, and equity of schools and other agencies. PBIS improves social and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

Arizona Department of Education ESS (Exceptional Student Services) PBIS Information

Title IV-A Office of Safe & Healthy Students: The mission of the Arizona Department of Education, Office of Safe and Healthy Students, is to provide support to schools and LEAs so that every student can experience a safe, healthy, and supportive learning environment, including focusing on students' physical and mental health, and safety. A safe, healthy, and supportive school environment is the product of a school’s attention to fostering safety; promoting a supportive academic, disciplinary, and physical environment; and encouraging and maintaining respectful, trusting, and caring relationships throughout the school community, focusing on the fostering of positive conditions, climate, and culture, including family and community engagement.

Arizona Department of Education Title I Program: The purpose of Title I is to “provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps”. Title I provides technical assistance, service, and support to local educational agencies (LEAs) and schools to help ensure every child has access to an excellent education.

SchoolSafety.gov is a new website designed to help schools and communities prepare for and address various threats related to safety, security, and support in schools. Further information is available on their website. 

The School-Based Mental Health Professionals' listserv is designed to foster communication, collaboration, and resource sharing among professionals committed to supporting the mental health and well-being of students.

Caring for youth and children can be challenging. Below are resources to support mental health and wellness in the home. 

Confident Parents Confident Kids 

Please call the Family Assistance Center phone line to talk to someone who can provide emotional support and offer resources to any parent or caregiver, especially those who need support caring for a child with emotional or behavioral health challenges: 1-877-568-8468 or visit www.familyinvolvementcenter.org/

About the CSTAG Model

The Comprehensive School Threat Assessment Guidelines model (originally Virginia School Threat Assessment Guidelines), developed by Dr. Dewey Cornell in 2001, focuses on a multidisciplinary team approach, using a decision tree process, to discern and respond to threats of violence within schools. CSTAG became nationally recognized as an evidence-based threat assessment program in 2013 and has demonstrated effectiveness through controlled studies.

Visit the School Threat Assessment webpage for more information on this model.  If you would like to purchase manuals directly from the authors, email [email protected]. To request training, please email  [email protected].  The Arizona Department of Education (ADE) currently partners with the Arizona Association of School Psychologists (AASP) to bring CSTAG training to education agencies throughout Arizona. CSTAG Coaches are located in several regions of Arizona and will be allocated based on proximity to the requested training site and availability.

About the Salem-Keizer Cascade Model

The Salem-Keizer Cascade Behavioral Threat Assessment Model, developed by John Van Dreal in 1999, is a multiagency student violence prevention and behavioral threat assessment system that is recognized as a best-practice program. John Van Dreal, a school psychologist and retired director of security, safety, and risk management for the Salem-Keizer School District in Oregon, has more than 30 years of experience in preventive behavioral threat assessment and emergency management, psycho-educational evaluation, crisis intervention, behavioral intervention, and security and risk management systems consultation.  

Visit John Van Dreal Consulting to learn more about this model. Please submit your contact information at Contact | John Van Dreal Consulting to receive consultation and training services through John Van Dreal Consulting. We look forward to working together towards school safety and violence prevention in your community.

SIGMA Threat Assessment and Management Services, an ONTIC company, provides threat assessment trainings that outline the guidance published by the United States Secret Service National Threat Assessment Center and the United States Department of Education. 

Dr. Melissa Reeves, Ph.D., NCSP, LPC is a nationally certified school psychologist, licensed special education teacher, licensed professional counselor, and former district coordinator of social/emotional/behavioral services. She is the past president of the National Association of School Psychologists (2016-17), was an Associate Professor at Winthrop University, and worked for the Cherry Creek School District in Colorado. Dr. Reeves has over 20 years of experience working in public schools and a private school, in addition to providing mental health services in day and residential treatment settings. Dr. Reeves co-authored the PREPaRE Crisis Prevention and Intervention curriculum and travels both nationally and internationally, training professionals in crisis prevention and intervention, threat and suicide assessment, trauma and PTSD, and cognitive-behavioral interventions. She is a senior consultant with Sigma Threat Management Associates, as ONTIC Company, and also a threat assessment and mental health specialist and senior advisor for Safe and Sound Schools. She has authored multiple books and publications focusing on school safety, trauma, and threat assessment. Dr. Reeves has also served as an expert witness in court cases involving targeted school attacks and threat and suicide risk assessments. Trainings can be requested by contacting Dr. Melissa A. Reeves, LLC. at this link.

To request training over a long-term commitment or with ongoing consultation, please contact Cynthia Marble by clicking here. The requester should indicate a preference for trainers who are knowledgeable about the school threat assessment process when requesting these trainings.

• Threat Assessment - National Center for School Safety
• School Threat Assessment Toolkit: Section 1 - National Center for School Safety
• School Threat Assessment Toolkit: Section 2 - National Center for School Safety
• School Threat Assessment Toolkit: Section 3 - National Center for School Safety
• Essential Elements of School Threat Assessment Webinar - National Center for School Safety
• Threat Assessment Toolkit - Texas School Safety Center
• Behavioral Threat Assessment (K-12) - Illinois School and Campus Safety Resource Center

• Behavioral Threat Assessment and Management (BTAM) Best Practices Considerations for K-12 Schools - National Association of School Psychologists
• Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence - United States Secret Service, United States Department of Homeland Security
• Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates - United States Secret Service, United States Department of Education  

Arizona Suicide Prevention Training for School Mental Health Professionals 

School mental health professionals play a critical role in keeping students safe, often being the first to identify when a student is at risk. Yet, their role is too often overlooked in safety planning. To address this need, The Jed Foundation (JED) and the Arizona Department of Education (ADE) have partnered to create a two-hour, eight-module online training that equips school counselors, social workers, psychologists, nurses, and other school personnel with the tools to:

• Recognize the mental health continuum and common mental health challenges Arizona students face.
• Engage in supportive conversations with students that recognize and respect cultural backgrounds across Arizona communities, ensuring all feel valued.
• Describe how schools and communities can work together as a student support team to improve student mental health, and define your role on the team.
• Identify signs of self-injury and crisis, including signs of suicidal thoughts or intense emotional distress.
• Understand the role of suicide risk screening in a comprehensive prevention approach and learn how to administer screening tools.
• Take action when a student is in crisis by engaging the support team, ensuring immediate safety, and documenting and following school protocols (or helping to establish protocols, when needed).

This 2-hour scenario-based course is an approved training of the Mitch Warnock Act and provides practical, real-world applications, helping school professionals build confidence in supporting students and strengthening school safety.

Important Information Before You Begin

• 120-Day Access: Once you register, you will have 120 days to complete the course. Please plan accordingly to ensure you meet this deadline.
• Registration: Use your school email address to register. Click on the registration link in the one-pager.
• Technical Support: All technical support requests must be submitted through the JED Support Request form.

Training Course One-PagerAccess the Course

Comprehensive school mental health systems in schools are coordinated frameworks that integrate mental health services, supports, and education into the school environment. These systems go beyond crisis response, and rather, they incorporate preventative mental wellness measures and provide early intervention and treatment.

Key Components of a Comprehensive Mental Health System Include:

1. Universal Supports: Mental health education, awareness, and positive school climate initiatives for all students.
2. Targeted Interventions: Small group counseling, mentoring, and skill-building for students at risk.
3. Intensive Services: Individual therapy, case management, and wraparound services for students with significant mental health needs.
4. Family and Community Engagement: Partnerships with families and local providers to ensure continuity of care and culturally responsive support.
5. Staff Training and Support: Professional development for educators on trauma-informed practices, suicide prevention, mental health literacy, and referral pathways.
6. Data-Driven Decision Making: Using screening tools, monitoring, and outcome data to guide services and improve the overall mental health and wellness of your school community. 

Mental Health Continuum

The Arizona Department of Education’s School Safety Unit recognizes that mental health exists on a continuum from healthy to ill. People may move along this spectrum throughout their lives. Those in the healthy or reacting range often benefit from self-care and social support, while those in the injured or ill range may require professional help to experience relief. Understanding the mental health continuum and integrating it into your school systems emphasizes that mental health is dynamic and varies from person to person over time.

A comprehensive system ensures that mental health is treated as a foundational part of student success. It helps reduce barriers to learning, improves attendance and behavior, and supports overall well-being.

If you would like to learn more or seek support, please feel free to connect with us at [email protected].

School behavioral health partnerships are crucial for promoting student well-being, academic achievement, and a safe learning environment. By integrating mental health professionals and services into educational settings, these collaborations help identify and address behavioral and emotional challenges early. Strong partnerships between schools, families, and community health providers create a holistic support system that empowers students to thrive both in and out of the classroom.

In partnership with Arizona Healthcare Cost Containment System (AHCCCS) and Arizona Department of Health Services (ADHS), the ADE Project AWARE team developed the School and Behavioral Health Partnerships Resource Guide, which is intended to assist school districts and behavioral health providers in creating seamless partnerships that support Arizona's youth and families.

School Behavioral Health Resource Guide

Suicide Prevention Trainings

School personnel may be trained in one or more of the AHCCCS-approved suicide prevention trainings, at least once every three years, to meet the legislative requirements of the Mitch Warnock Act (ARS 15-120). 

ADE offers suicide prevention training to school staff and the community. If interested, view the training schedule and request form on the Suicide Prevention webpage. 

Neurosequential Model of Education (NME) for School Mental Health Professionals

The Neurosequential Model in Education (NME) draws upon the NMT (a neurodevelopmentally-informed, biologically respectful perspective on human development and functioning) to help educators understand student behavior and performance.  

The goals of NME are to educate school staff in basic concepts of neurosequential development and then teach them how to apply this knowledge to the teaching and learning process.  NME is not a specific “intervention”; it is a way to educate school staff about brain development and developmental trauma and then to further teach them how to apply that knowledge to their work with students in and outside the classroom, particularly those students with adverse childhood experiences. The Arizona Department of Education hosts virtual training opportunities every quarter.