Police Community Support Officers in Schools: Findings from an Evaluation of a Pilot Training Programme for School Liaison Officers

Trotman, Dave; Thomas, Lorraine

doi:10.1093/police/paw006

Cited by 8 publications

(1 citation statement)

References 16 publications

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“…High profile incidents, such as the murder by a 15-year old student of school Principal Philip Lawrence in 1995, also played a role (Police Foundation, 2011). Various initiatives have been tried (see Hopkins et al, 1992;Hopkins, 1994;Bhabra et al, 2004;Brown, 2006;Lamont et al, 2011) including the establishment of Safer School Partnership Officers or School Liaison Officers (Police Foundation, 2011;Trotman and Thomas, 2016;Lamont et al, 2011;Clayman and Skins, 2012) and the All Wales School Liaison School Core Programme (Stead et al, 2011). Safer School Partnerships are formalised agreements between schools, or groups of schools, and various statutory/voluntary agencies, including the police, to make schools safer, reduce crime and promote positive behaviours in young people.…”

Section: Introductionmentioning

confidence: 99%

Schools, Communities and the Police ‐ Shared Education as a Mechanism for Social Cohesion and Community Safety.

Duffy¹,

Gallagher²

2020

educat soc

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The relationship between the police and communities can be difficult in ethnically divided societies, especially if membership of the police force is largely drawn from one community. This situation pertained in Northern Ireland, which has separate schools for different religious communities. Despite a major reform of the police after the signing of the Good Friday Agreement (1998), the relationship between the police and the Catholic minority remained difficult and, in particular, the police found it difficult to engage with pupils in some Catholic schools. An education initiative, called Shared Education, was launched in 2006 to support the peace process by encouraging collaborative partnership between Protestant and Catholic schools. This paper examines a school partnership in Northern Ireland in which statutory and non-statutory organisations, including the Police Service in Northern Ireland, were involved. The paper examines how the relationship between the police and the schools was enabled by the collaborative partnership: in particular, it allowed the police to provide information and advice to parents on internet safety and cyber-bullying to parents with whom it would otherwise have been very difficult to engage.

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