The Growing Concerns Regarding School Resource Officers

Ryan, Joseph B.; Katsiyannis, Antonis; Counts, Jennifer; Shelnut, Jill

doi:10.1177/1053451217702108

Cited by 43 publications

(25 citation statements)

References 11 publications

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“…A total of 6/11 studies reported negative effect include the following: Gottfredson et al, 2020, Ryan et al, 2018, Fisher et al, 2016, Schlosser et al, 2014, Na et al, 2013 and Sloboda et al, 2009 [ 14 , 16 , 17 , 18 , 19 , 20 ]. One study, Javdani, 2019 [ 15 ], reported both negative and null/no effect 4/11 studies reported null effect (Gist, 1995, Lynam et al, 1999, West and O’Neal, 2004 and Pan and Bai, 2009) [ 21 , 22 , 23 , 24 ].…”

Section: Resultsmentioning

confidence: 99%

The Role of Law Enforcement Officers/Police in Drug Prevention within Educational Settings—Study Protocol for the Development of a Guiding Document Based on Experts’ Opinions

El‐Khatib

Herrera

Campello

et al. 2021

IJERPH

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The United Nations Office on Drugs and Crime—World Health Organization International Standards on Drug Use Prevention—reflects the value of safe, nurturing and supportive social institutions around the lives of youths to benefit from the prevention of risky behavior extending beyond individually-developed resilience for healthy adolescent development. Schools are valuable social institutions to this effect and school safety and adolescent health outcomes can be threatened by drug use and violence. As such, collaborative, multi-level, evidence-based, developmentally sensitive, substance use prevention programs are imperative. The International Standards, in their latest version, did not reflect specific evidence of law enforcement officer-based programs with effect on drug use prevention, including in school settings. Nevertheless, the collaboration between law enforcement agencies and school-based substance use prevention programs continue to be the focus of research and policy. In this project, we aim to explore in more detail the role of law enforcement in preventing substance use in schools. We use mixed methods, including three phases: (i) scoping review on the best practices for effective law enforcement in school-based drug and crime prevention; (ii) interviews with experts, using the Delphi method, in substance use prevention and training law enforcement in school-based drug prevention; and iii) developing guidelines for law enforcement based on the findings. Initially, we identified a total of 17 papers that were categorized in four categories based on their results (negative or null effect n = 11 studies, positive effect n = 1 study, mixed effects n = 4 studies and indefinite conclusion n = 1 study). However, the authors of the studies with negative or null effect did recommend being cautious about these results due to the respective studies’ methodological limitations. The actual and perceived roles of police are largely unclear and/or variable. Therefore, clear outlines regarding law enforcement’s role within schools are crucial as one study showed that an officer’s role influences how they respond to student conduct. A secondary emergent theme from this review indicates that there is potential for positively impacting a youth’s perceptions of police through collaborative and engaging school-based programs. Currently the project is gradually moving to Phase II, where we are identifying the key experts based on scientifically published peer reviewed and grey literature/guidelines to investigate elements that make the role of law enforcement officers in school-based prevention more effective. Given the frequency with which policy makers around the world request information about the role of law enforcement in effective prevention efforts, guidelines on their roles within schools is a gap that needs to be filled. Such efforts would improve drug prevention in schools and better orient law enforcement’s role in drug prevention within educational settings.

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Section: Resultsmentioning

confidence: 99%

The Role of Law Enforcement Officers/Police in Drug Prevention within Educational Settings—Study Protocol for the Development of a Guiding Document Based on Experts’ Opinions

El‐Khatib

Herrera

Campello

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Beginning with school desegregation in the 1950's, followed by the Civil Rights movement of the 1960's and 70's and the rise of crime and gangs in the 1980's, the function of police in schools shifted to emphasize the security and safety of students and school staff ( American Civil Liberties Union, 2017 ). Legislation such as the passage of the Safe Schools Act of 1994 led to the largest increase in the number of officers in schools (e.g., Ryan et al, 2017 ). More recently, mass school shootings such as Columbine and Sandy Hook motivated policies to further increase those numbers.…”

Section: School-based Law Enforcement Officers: Who Are They and How mentioning

confidence: 99%

School police officers' roles: The influence of social, developmental and historical contexts

Ghavami

Thornton

Graham

2021

Journal of Criminal Justice

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Amid national protests over police brutality, debates over law enforcement in schools have been reignited. Though research has focused on the consequences of police presence in schools, few studies have investigated the roles of school police officers (SPOs) and whether the larger contexts influence them. Using a bioecological framework ( Bronfenbrenner and Morris, 2006 ), we examined how historical, social and developmental contexts shape SPOs' views of their roles and the challenges and opportunities they encounter. Nineteen 90-min focus groups with 45 SPOs from one large school police department were conducted. Analysis revealed that SPOs perceived their roles as multifaceted, encompassing both formal (e.g., law enforcer, educator) and informal (e.g., confidante, counselor) roles. These roles were enacted differently depending on the school level and neighborhood context. Furthermore, the challenges and opportunities SPOs reported were also contextualized emerging from changes in school policies, the rise in technology and social media and increased professionalization of their police department. Implications for theory and research as well as for training and policy are discussed.

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“…Currently, national standards outlining training requirements for SROs does not exist (Ryan et al, 2018). Although the American Civil Liberties Union recommended that SROs should receive training on strategies to support students who display social communication and behavioral differences, a review of curriculum suggests that most SRO training typically centers around juvenile justice codes and legal issues rather than focusing on behavior management, child and adolescent development, and effective de-escalation and communication techniques (Whitaker et al, 2019).…”

Section: Educational Implicationsmentioning

confidence: 99%

A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder

Railey

Love

Campbell

2020

Focus Autism Other Dev Disabl

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Although research confirms the effectiveness of training to improve law enforcement officers’ (LEOs) awareness and knowledge of people with intellectual disability and learning disabilities, review of the efficacy of autism-specific law enforcement training is needed. To provide up-to-date information regarding training for LEOs related to autism spectrum disorder (ASD), a systematic review of the literature was conducted. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols (PRISMA), we conducted a search of 13 professional databases and 28 journals using search terms related to both ASD and law enforcement training. From 606 articles identified during the initial search, only two articles met inclusion criteria, which suggests that limited research exists that explores ASD and law enforcement training. Included studies were summarized in terms of participants as well as training format, content, and outcomes. Limitations of the current literature, directions for future research, and current implications for practice are discussed.

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The Growing Concerns Regarding School Resource Officers

Cited by 43 publications

References 11 publications

The Role of Law Enforcement Officers/Police in Drug Prevention within Educational Settings—Study Protocol for the Development of a Guiding Document Based on Experts’ Opinions

The Role of Law Enforcement Officers/Police in Drug Prevention within Educational Settings—Study Protocol for the Development of a Guiding Document Based on Experts’ Opinions

School police officers' roles: The influence of social, developmental and historical contexts

A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder

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