Predictors of principals’ perceptions of school resource officer effectiveness in kentucky

Abstract Officers assigned to schools are highly visible with many opportunities to communicate with citizens, though they are relatively isolated from other officers. School resource officers (SROs) are often expected to perform unconventional police roles, including counselling and teaching. Research is beginning to explore how SROs respond to different work settings and role expectations, which poses practical implications for how officers adapt and how they influence the lives of students, parents, and school staff. The present study first examined the work roles of SROs in a Midwestern region. Secondly, this study explored the relationships between SRO roles, individual characteristics, and school characteristics. SROs assigned to programmes in Nebraska, Kansas, Iowa, and Missouri were surveyed and a subset of 20 officers were interviewed and observed during their shifts. Findings showed SROs performed both conventional and non-conventional roles. Multivariate analyses revealed SROs in urban schools and high schools performed more conventional police tasks involving law enforcement and order maintenance, while SROs who supported community policing engaged in more service, mentoring, and teaching tasks. The results highlight areas to enhance community policing in schools, particularly through selection and training of SROs.

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Are Effects of School Resource Officers Moderated by Student Race and Ethnicity?

Crime & Delinquency ◽

10.1177/0011128721999346 ◽

2021 ◽

pp. 001112872199934

Author(s):

Scott Crosse ◽

Denise C. Gottfredson ◽

Erin L. Bauer ◽

Zhiqun Tang ◽

Michele A. Harmon ◽

...

Keyword(s):

White Students ◽

Students Of Color ◽

Race And Ethnicity ◽

Decision Makers ◽

School Level ◽

School Resource Officer ◽

School Crime ◽

Resource Officers ◽

Resource Officer ◽

School Resource

We examined whether effects of an increase in school resource officer (SRO) staffing on school crime and exclusionary disciplinary responses to school crime varied by student race and ethnicity. Using monthly school level administrative data, we compared change in outcomes for 33 schools that enhanced SRO staffing and a matched sample of 72 schools that did not increase SRO staffing at the same time. We found that increases in offenses and exclusionary reactions due to increased SRO presence were most evident for Black and Hispanic as opposed to White students. Educational decision-makers should carefully weigh the benefits of placing SROs in schools against the knowledge that this practice differentially increases recorded school crime and exclusion from school for students of color.

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