Suchergebnisse

Policymakers have begun debating whether school security can be further enhanced, and if so, how best to accomplish that goal. A wide variety of proposals have been offered at the federal level, such as funding for expanded mental health services for students, funding for training on mental health awareness for school staff, funding to assist schools in improving school climate, funding for more school counselors, and funding for more school resource officers (SROs) or other armed security personnel. This book focuses on one of these proposals, the renewed focus on providing federal funding for more SROs as a means to preventing school shootings. It examines the distribution of and current number of SROs, the potential sustainability of any increase in the number of SROs, and the effect that SROs may have on students and the academic setting

Abstract
Research about school resource officers (SROs) has focussed on their ability to legally intervene and detain or arrest youth. On many campuses, though, their role extends beyond that of law enforcement to include mentorship, counselling, and education. The current study draws on a survey of SROs from the Phoenix, Arizona, Police Department—one of the largest police departments in the United States—to examine what roles SROs prioritize and how they implement their duties. The results show that although one of SROs' primary roles is that of law enforcer, SROs were more likely to prioritize their role as mentors. SROs also reported that it was school personnel, rather than teachers or the SROs themselves, who most commonly initiated SRO involvement in student misbehaviour, whether in a law enforcement or mentorship capacity. The paper concludes with a discussion about implications for scholarship and practice.

Abstract
School resource officers (SROs) have become nearly ubiquitous in North American schools in the last three decades. Most research on SROs has examined their impact on violence and disorder at school, yielding mixed results; however, it is widely accepted that traditional law enforcement responsibilities comprise only one element of SROs' triad of responsibilities, which also includes teaching and counselling. Although their responsibilities are based in community policing models, little research has explored the place of community policing principles within the work of SROs. Drawing upon mixed methods data collected from school administrators and SROs in a large Canadian city, this study examines relationship-building within the context of SROs' triad of responsibilities. The results suggest that SROs follow a community policing approach and strategically foster mutually beneficial relationships to support their law enforcement, teaching, and counselling objectives. Further, as a result of their established relationships, SROs are positioned as key sources of support for school administrators.

Kayla Susalla


In the 2019–20 school year – the most recent with federal data – 51.4 percent of public schools possessed an armed, sworn, law‐​enforcement officer. School Resource Officers (SROs) are police officers with a community‐​oriented approach intended to increase safety by mitigating crime, violence, and other anti‐​social behavior in schools. Some Americans view added police presence as an appropriate response to safeguard students, while others fear an increase in police misconduct. There is also growing concern SROs accelerate the "school‐​to‐​prison pipeline": pushing students into the criminal justice system through excessive discipline and law enforcement contact.
With important concerns both for and against SROs, policymakers must ask: Do they do more harm than good?
SROs are relatively new, and there are yawning gaps in research. Studies are often limited to small samples and find contradictory outcomes on arrest rates and effects on school safety. Nevertheless, a common theme is the presence of SROs increase disciplinary actions, including punishments potentially carrying significant long‐​term harms.
Researchers Gottfredson, et al. compared schools with increased SRO presences to schools with no increase in SROs. They found that schools with increased SROs saw the number of drug and weapons‐​related offenses rise, as well as higher instances of exclusionary discipline by school administrators. Exclusionary discipline refers to measures that remove students from school, such as out‐​of‐​school suspensions. The study also concluded the increase in SROs did not improve school safety.
Researchers Sorensen, Shen, and Bushway found the presence of SROs in middle schools decreased serious violence, in contrast to Gottfredson, et al., making schools safer, but they also increased "out‐​of‐​school suspensions, transfers, expulsions, and police referrals." The increase in suspensions was especially acute for Hispanic and Black students. A third study, comparing schools near police departments that did and did not qualify for SRO grants, had similar results, finding schools near departments above the threshold increased the number of recorded firearm offenses and decreased the instances of violent fights, but increased expulsions, referrals for arrest, out‐​of‐​school and in‐​school suspensions, and chronic absenteeism. Black students experienced the largest effect on out‐​of‐​school suspensions, over two times greater than white students, followed by students with disabilities and males.
Through exclusionary discipline, students miss the point of school – to be in the classroom learning – which can create lasting educational and socialization gaps. Additionally, the stigma surrounding the label of "criminal" can ostracize students from their social groups and remove support provided at school. But positive relationships are vital, particularly given the uptick of mental health disorders such as anxiety and depression among young Americans.
Another study, which compared schools with and without SROs in the same districts, found no effect on total arrests, but a 402.3 percent increase in the arrest rate for disorderly conduct. The null findings on total arrests suggest arresting students is not the most common form of correction by SROs, but the five‐​fold increase in disorderly conduct bears consideration. Disorderly conduct is cited when someone "disrupts the peace" and it is among the most discretionary – and possibly minor – actions potentially resulting in charges. For example, a student abruptly shouting in class could be charged with a misdemeanor or civil infraction, or in severe circumstances, a felony. The charge could depend on several factors: the teacher's tolerance of the disruption, the student's prior relationship with the teacher or SRO, or occurrences of interruptions in prior classes. The circumstances surrounding filing charges against a student can be subjective, leaving criminal justice system involvement largely open to SRO choice.
Criminalization of misbehavior can inhibit future education, employment, and housing opportunities, feeding the "school‐​to‐​prison pipeline." Additionally, narrowing of options may lead to a higher likelihood of recidivism, as students are deprived of opportunities that increase individual capital. Weisburst found that increased police presence in Texas schools led to a 2.5 percent decrease in high school graduation rates and about a 4 percent decrease in college enrollment rates.
An alternative to SROs could be encouraging administrators or parent monitors. Both groups could benefit from gaining greater awareness of school issues by engaging with the larger student body. Monitor positions create positive connections for youth by bridging social gaps between staff, parents, and students. Administrations can highlight mediation practices when conflict arises between students, and hold interventions with families, emphasizing law enforcement as a last resort. Such negotiation and conflict resolution are essential life skills.
States are rapidly expanding SRO programs, federal grants enable local agencies to create positions, and Congress continues to propose bills expanding such programs. Given the paucity of good research and the mixed findings of what does exist, expanding SROs is something all levels of government—especially Washington, which has no constitutional authority to intervene—should be hesitant to do.

"This co-authored book critically reviews existing literature on school resource officer (SRO) programs and presents a thorough evaluation of an SRO program offered by Peel Regional Police in Ontario, Canada. The implementation of a school resource officer (SRO) program is a controversial response to school violence and safety issues. While some call for an increased use of police in schools, others are pushing to remove police from schools, or at least to end their involvement in routine discipline. Though many SRO programs exist around the world, little systematic research has been conducted on the topic. The study reported in this book represents the largest and most comprehensive assessment of such programs to date. The research by Duxbury and Bennell indicates that SRO programs can provide real value for students, school staff, policing organizations, and society, but benefits rely on having programs that are well-designed, that the right officers are selected for SRO roles, and that the initiative has support from major stakeholders. Given the current conversations regarding the costs and benefits of having police officers in schools, there is a clear need to determine the value that investment in these types of proactive policing programs creates. The book provides researchers, SROs, police agencies, school boards, school administrators, teachers, parents, and students with information about: the activities that SROs are involved in, how SROs can collaborate with schools to create safe learning environments, and whether (and how) such programs benefit the police, schools, students, and society. Easy-to-digest charts facilitate understanding, and anonymized reflections from SROs, school staff, and students are presented throughout the book to provide context"--

Bill introduced by the Texas Senate relating to the duties of school district peace officers, school resource officers, and security personnel.

Bill introduced by the Texas House of Representatives relating to an active shooter emergency policy for school districts and required active shooter training for school district peace officers and school resource officers.

Bill introduced by the Texas Senate relating to the authority of an open-enrollment charter school to employ security personnel, commission peace officers, and have school resource officers.