Considering the efficacy of situational crime prevention in schools

O'Neill, Lauren; McGloin, Jean Marie

doi:10.1016/j.jcrimjus.2007.07.004

Cited by 22 publications

(26 citation statements)

References 35 publications

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“…The SSOCS, a nationally representative sample of U.S. public schools, is considered one of the richest datasets for studies of school violence. Data from the SSOCS have been used in many published studies throughout the last decade (Chen, 2008;Granberg-Rademacker et al, 2007;Jennings et al, 2011;Kupchik & Ward, 2014;Maskaly, Donner, Lanterman, & Jennings, 2011;O'Neill & McGloin, 2007;Patton, 2011;Phillips et al, 2014). School administrators from elementary, middle, and high schools complete the survey.…”

Section: Methodsmentioning

confidence: 99%

“…Analyses of national data sets (Jennings, Khey, Maskaly, & Donner, 2011) and case studies in specific environments (Johnson, 1999) suggest that the presence of SROs is correlated with fewer acts of school violence. Studies incorporating multiple crime prevention techniques have also identified several variables as predictors of reduction in school violence including limited class changes (O'Neill & McGloin, 2007), closed campuses (O'Neill & McGloin, 2007), dress codes (Phillips, Turner, & Holt, 2014), identification cards (Phillips et al, 2014), security cameras (GranbergRademacker, Bumgarner, & Johnson, 2007), and uniform policies (Granberg-Rademacker et al, 2007). However, most studies focusing on the effectiveness of school situational crime prevention methods have found few statistically significant effects on violence occurring within the school (Chen, 2008;Cheurprakobkit & Bartsch, 2005;Schreck, Miller, & Gibson, 2003;Tillyer et al, 2011).…”

Section: School Securitymentioning

confidence: 99%

“…Negative binomial regression was selected as the statistical approach because initial diagnostic tests showed overdispersion within the data (Hilbe, 2011). Other studies using data from the SSOCS have constructed similar negative binomial regression models in weighted form in the model to better represent data at a national level Maskaly et al, 2011;O'Neill & McGloin, 2007). Descriptive statistics including the means, standard deviations, and ranges of the variables used in this study for both samples are presented in Tables 1 and 2.…”

Section: Analytical Strategymentioning

confidence: 99%

“…Administrators were asked whether their school has controlled locked/ monitored doors, metal detectors, use of clear book bags, and security cameras. These security variables have also been used in other studies of violence utilizing this database (GranbergRademacker et al, 2007;O'Neill & McGloin, 2007;Phillips et al, 2014). The SRO variable measures whether the school has a school resource officer employed at the school Maskaly et al, 2011).…”

Section: School Securitymentioning

confidence: 99%

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School Violence: The Role of Parental and Community Involvement

Lesneskie

Block

2016

Journal of School Violence

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Section: Methodsmentioning

confidence: 99%

Section: School Securitymentioning

confidence: 99%

Section: Analytical Strategymentioning

confidence: 99%

Section: School Securitymentioning

confidence: 99%

See 2 more Smart Citations

School Violence: The Role of Parental and Community Involvement

Lesneskie

Block

2016

Journal of School Violence

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“…Increasingly, this involves cross-agency cooperation in terms of evidencedbased decision making, information sharing, service delivery, and maintenance of shareholder interests (cf., Dias & Vaughn, 2006;Mears, 2007;Mears & Bacon, 2009). And evidence of this professionalized, cooperative approach can be seen not only in programs designed to serve special populations (Foley, 2008;Kakar, 2006;Matthews & Hubbard, 2008;Miller, Shutt, & Bernstein, 2010;Payne, 2008;Sharkey, Sander, & Jimerson, 2010;Wu, El-Bassel, Gilbert, Sarfo, & Seewald, 2010) but also components of the justice system, including law enforcement and crime prevention (Brown, 2006;O'Neill & McGloin, 2007), policeprobation partnerships (Murphy & Lutze, 2009), reentry (Bond & Gittell, 2010;Mears, Roman, Wolff, & Buck, 2006;Nellow, Schlager, & Caplan, 2008), sex offender notification (Beck & Travis, 2006), jail detention (Ruddell & Mays, 2007), and confinement (Cecil, McHale, Strozier, & Pietsch, 2008;Rengifo, Stemen, Dooley, Amidon, & Gendon, 2010).…”

Section: Contents Lists Available At Sciencedirectmentioning

confidence: 99%

The criminal justice system works!

DeLisi

2010

Journal of Criminal Justice

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School‐based law enforcement strategies to reduce crime, increase perceptions of safety, and improve learning outcomes in primary and secondary schools: A systematic review

Fisher,

Petrosino,

Sutherland

et al. 2023

Campbell Systematic Reviews

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BackgroundSchool‐based law enforcement (SBLE) has become a common intervention. Although SBLE is meant to make schools safer, critics suggest it may not accomplish this purpose, and may have unintended negative consequences such as increasing students’ exclusionary discipline or contact with the criminal justice system. There may also be secondary effects related to perceptions of the school or student learning.ObjectivesThe purpose of this review is to synthesize the literature evaluating the use of SBLE, including outcomes related to (a) crime and behavior problems; (b) perceptions of safety; and (c) learning.MethodsWe conducted a systematic literature search to identify studies that examined outcomes associated with SBLE use. Eligible studies used experimental or quasi‐experimental designs; included samples of students, teachers/staff, schools, or school districts; reported on a policing strategy focused on crime prevention or school safety that did not involve officers teaching a curriculum; included a measure that reflects crime and behavior problems, perceptions of safety, or learning; and were in a primary or secondary school. Following a multi‐stage screening process to identify studies eligible for inclusion, we estimated a series of meta‐analytic models with robust variance estimation to calculate weighted mean effect sizes for each of three main categories of outcomes and commonly occurring subsets of these categories. We examined heterogeneity in these estimates across features of the primary studies’ design.ResultsThe search and screening process yielded 1002 effect sizes from 32 reports. There were no true experiments, and the quasi‐experiments ranged from strictly correlational to permitting stronger causal inferences. SBLE use was associated with greater crime and behavior problems in studies that used schools as the unit of analysis. Within this category, SBLE use was associated with increased exclusionary discipline among studies that used both schools (g = 0.15, 95% confidence interval [CI] [0.02, 0.27]) and students (g = 0.003, 95% CI [0.002, 0.003]) as the unit of analysis. SBLE use was not associated with any measures of crime or violence in schools. SBLE use was associated with greater feelings of safety among studies that used schools as the unit of analysis (g = 0.18, 95% CI [0.13, 0.24]), although this estimate was based on only seven effect sizes from two correlational studies. All the other models, including those examining learning outcomes, yielded null results. None of the moderators tested showed meaningful relationships, indicating the findings were consistent across a variety of study design features.Authors’ ConclusionsThis study's findings provide no evidence that there is a safety‐promoting component of SBLE, and support the criticism that SBLE criminalizes students and schools. Although we found no evidence of differences across methodological features, risk of bias in the primary studies limits our confidence in making causal inferences. To the extent that the findings are causal, schools that invest in strategies to improve safety will likely benefit from divesting from SBLE and instead investing in evidence‐based strategies for enhancing school safety. Schools that continue to use SBLE should ensure that their model has no harmful effects and is providing safety benefits.

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Considering the efficacy of situational crime prevention in schools

Cited by 22 publications

References 35 publications

School Violence: The Role of Parental and Community Involvement

School Violence: The Role of Parental and Community Involvement

The criminal justice system works!

School‐based law enforcement strategies to reduce crime, increase perceptions of safety, and improve learning outcomes in primary and secondary schools: A systematic review

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