Understanding school-based policing: recommendations for improving School Resource Officer programs and promoting safer schools

• Published in: Safer communities Vol. 18; no. 3/4; pp. 132 - 142
• Main Authors: Glenn, Jonathan W, Taylor, Lorraine C, Chesterton, Hannah P, Williams, Shepeara, Moavenzadeh, Faith
• Format: Journal Article
• Language: English
• Published: Brighton Emerald Publishing Limited 16.10.2019; Emerald Group Publishing Limited
• Subjects: Allocations; Behavior; Content analysis; Data quality; Funding; Law enforcement; Leverage; Partnerships; Police; Policing; Program implementation; Public safety; Qualitative analysis; Questions; Research methodology; Researchers; School districts; School environment; School resource officers; School safety; School violence; Schools; Shootings; Specialists; Streamlining; Students; North Carolina; United States > US; School Resource Officers; SRO perspectives; SRO program implementation; School safety; SRO training; School-based policing
• ISSN: 1757-8043; 2042-8774
• DOI: 10.1108/SC-05-2019-0015

Purpose The purpose of this paper is to leverage the perspectives of School Resource Officers (SROs) to develop improvement strategies aimed toward effective and efficient school-based policing. This study offers recommendations to improve SRO programs, with the goal of streamlining the path toward safer schools. Design/methodology/approach The present study was guided by two overarching research questions that aim to leverage the perspectives of SROs. The first question aimed to identify SROs’ perceived barriers to successful school-based policing, while the second question explores their perspectives in hopes of developing solutions for improved school safety. This study used secondary qualitative data to explore the perspectives of SROs (n=456) via an opened-ended section of a statewide survey of SROs conducted by the North Carolina Center for Safer Schools. Conventional content analysis was the approach used to explore the data. Findings SROs identified the need for improved quality of and access to training, additional resources allocations and improved program implementation on the part of both policing agencies and school districts. Practical implications The authors recommend standardizing the manner in which SRO programs are implemented. In addition, partnerships should be developed between school districts and policing agencies to use school-based behavioral specialists to support SRO programs. Finally, the authors recommend further study of school-based policing as a concept in the academic community. Originality/value Little is known about the experiences and needs of SROs themselves. The present studies address this gap in the literature, leveraging their perspectives to streamline a path toward safer schools.