Policing Schools: Examining the Impact of Place Management Activities on School Violence

Swartz, Kristin; Osborne, Dustin L.; Dawson‐Edwards, Cherie; Higgins, George E.

doi:10.1007/s12103-015-9306-6

Cited by 37 publications

(33 citation statements)

References 37 publications

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“…Our review of prior research indicated that the more rigorous prior studies (Na & Gottfredson, 2013;Owens, 2016;Swartz et al, 2016;Weisburst, 2019) found that SRO presence or receipt of CIS grants were related to increased recording of drug crimes, crimes involving weapons, and serious violent crimes as well as increased severity in school responses to student crime and disorder. With one exception, our findings mirror these: Although the direction of effects on serious violent offenses was consistent with prior research, we found no statistically significant effects on these offenses.…”

Section: Conclusion and Discussionmentioning

confidence: 91%

“…The results from these studies are therefore inconclusive because observed differences in school crime level may be due to SRO effects or to decisions about where to place SROs. A handful of studies either directly controlled for pre-SRO crime levels using a longitudinal sample from the SSOCS (Devlin, Santos, & Gottfredson, 2018;Na & Gottfredson, 2013) or used propensity score matching to equate schools with and without SROs on a wide array of variables that are likely to be correlated with prior crime levels (Swartz, Osborne, Dawson-Edwards, & Higgins, 2016). These studies provide more credible estimates of the effects of SROs on crime because they help to rule out the selection artifacts that arise from the reality that schools selected for police officer deployment likely have higher crime rates to begin with than schools that are not selected.…”

Section: Effects On School Crimementioning

confidence: 99%

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Effects of school resource officers on school crime and responses to school crime

Gottfredson

Crosse

Tang

et al. 2020

Criminology & Public Policy

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We examined the effects of an increase in school resource officer (SRO) staffing on schools in a sample of 33 public schools that enhanced SRO staffing through funding from the Department of Justice's Community Oriented Policing Services Hiring Program and a matched sample of 72 schools that did not increase SRO staffing at the same time. In longitudinal analyses of monthly school-level administrative data, we compared the treatment and comparison schools on disciplinary offenses and actions. We found that increased SROs increased the number of drug-and weapon-related offenses and exclusionary disciplinary actions for treatment schools relative to comparison schools. These negative effects were more frequently found for students without special needs. Policy Implications: The study findings suggest that increasing SROs does not improve school safety and that by increasing exclusionary responses to school discipline incidents it increases the criminalization of school discipline. We recommend that educational decision-makers seeking to enhance school safety consider the many alternatives to programs that require regular police presence in schools.

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Section: Conclusion and Discussionmentioning

confidence: 91%

Section: Effects On School Crimementioning

confidence: 99%

Effects of school resource officers on school crime and responses to school crime

Gottfredson

Crosse

Tang

et al. 2020

Criminology & Public Policy

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“…These results may not be entirely unusual, however, as a similar pattern has been found among studies of the effect of school resource officer (SRO) programs in K-12 schools nationwide. The presence of security guards and sworn police officers as SROs either increased victimization within the K-12 school setting (Burrow and Apel 2008;Na and Gottfredson 2011;Swartz et al 2016;Tillyer et al 2011) or were found to neither increase nor decrease victimization (Brown 2006;Schreck et al 2003).…”

Section: Discussionmentioning

confidence: 97%

Art Vandalism and Guardianship in US Art Institutions

Salomon

Roelfs

Schroeder

et al. 2018

Arts

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Art crime scholars and art world professionals constantly grapple with determining the most effective methods by which to reduce and prevent victimization by art vandals. Despite the numerous accounts of this form of criminality, there is a dearth of empirical studies focused on the security and care of art collections. Using Routine Activities Theory to guide the research, the present study explores the relationship between social and physical guardianship practices and the prevalence of art vandalism using questionnaire data collected from 111 American art museums and art galleries. The results indicate an overwhelming lack of association between the majority of the guardianship measures and vandalism victimization, a pattern consistent with the possibility that social and physical guardianship practices are not implemented until after an act of vandalism has already occurred.

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“…If we assume, as deterrence theory does, that SPOs function as walking warning signs to students, then it is necessary to acknowledge that this deterrence effect would dampen if SPOs are successful in being mentors and educators. In fact, there is no evidence for either premise—national surveys of students suggest that the presence of SPOs is unrelated to their perceptions of school safety or their own propensity to violate rules or engage in violence (Swartz, Osborne, Dawson-Edwards, & Higgins, 2016; Theriot, 2016; Theriot & Orme, 2016). Indeed, there is no evidence that SPO presence is related to a deterrence effect on school violence, gun violence or mass shootings (Brady et al, 2007; James & McCallion, 2013).…”

Section: Spo Roles Training and Influencementioning

confidence: 99%

Policing Education: An Empirical Review of the Challenges and Impact of the Work of School Police Officers

Javdani

2019

American J of Comm Psychol

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Public concerns regarding school safety and zero-tolerance education policies have contributed to the growth of a workforce of school police, or frontline school safety professionals who are typically placed in schools with the authority to arrest students (Brown, 2006). Thus, school police represent a workforce positioned at the nexus of multiple systems, including education and juvenile justice, and whose work likely brings them into contact with underserved youth and families. Despite national representation of this growing workforce (e.g., National Association of School Resource Officers), little is known about the responsibilities, roles, training, and influence of school police. This manuscript aims to (a) advance understanding of the school police workforce, including in relation to school police training, needs, roles, and influence, through a systematic review of scholarship in the social sciences, with a focus on peer-reviewed research in education, psychology, social work, criminology, and juvenile justice; and (b) generate empirically supported recommendations integrating key conclusions that pertain specifically to targeting the challenges faced by the school police workforce and identifying the best strategies to enhance safety-related goals while mitigating disproportionate legal and educational consequences for underserved youth and families.

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Policing Schools: Examining the Impact of Place Management Activities on School Violence

Cited by 37 publications

References 37 publications

Effects of school resource officers on school crime and responses to school crime

Effects of school resource officers on school crime and responses to school crime

Art Vandalism and Guardianship in US Art Institutions

Policing Education: An Empirical Review of the Challenges and Impact of the Work of School Police Officers

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