Student Perceptions of School Resource Officers and Threat Reporting

Crichlow-Ball, Caroline; Cornell, Dewey G.; Huang, Francis L.

doi:10.1080/15388220.2022.2054423

Cited by 5 publications

(5 citation statements)

References 26 publications

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“…However, it was evident that across studies, normative judgments about law enforcement influenced the translation between findings and recommendations. For example, findings that certain kinds of interactions between SROs and students made students perceive law enforcement more favorably was interpreted as a positive outcome (e.g., Crichlow-Ball et al, 2022; Curran et al, 2021), whereas some might see this as a negative outcome that makes students more vulnerable to disclosing information for which they could be criminalized. Similarly, the finding that SROs increased student suspensions was interpreted negatively (e.g., Crosse et al, 2022; Higgins et al, 2022), whereas some might interpret this—in the absence of information on incident type— positively , based on the assumption that increased suspensions were due to increased identification of legitimate misconduct.…”

Section: Resultsmentioning

confidence: 99%

“…Half of the total articles recommended better defining the often-ambiguous roles of SROs. For example, one article recommended that administrators and SROs work together with students of color to change the parameters of officer involvement on campus (Crichlow-Ball et al, 2022). These calls for clearer roles are often consistent with the model of school policing advocated for by NASRO (e.g., Higgins et al, 2020): a “triad” model of activities including education, mentoring, and law enforcement activities.…”

Section: Resultsmentioning

confidence: 99%

“…For example, one article recommended the use of MOUs after finding MOUs as a beneficial way to clarify the relationship between schools and SROs (Counts et al, 2018). Some articles that included findings of benefits from positive interactions between students and officers recommended strategies to further increase these interactions (e.g., Crichlow-Ball et al, 2022; Curran et al, 2021). These examples show a topical and directional alignment between the study’s focus, finding, and recommendations.…”

Section: Resultsmentioning

confidence: 99%

“…It is also worth noting that studies acknowledged systemic discrimination in policing while still committing to the maintenance of a policing approach. Again, the example of recommending that administrators and SROs work together with students of color to change the types of incidents that officers got involved in on campus recognizes the importance of actions to mitigate racial disproportionality while retaining the necessity of law enforcement (Crichlow-Ball et al, 2022). This contradiction-acknowledging systemic bias in policing while advocating for reforms that would maintain policing-was a pattern that occurred both in studies reporting positive and negative impacts of SROs (e.g., Espelage et al, 2020).…”

Section: Majoritarian Policy Recommendationsmentioning

confidence: 99%

See 3 more Smart Citations

Recommending Reform: A Critical Race and Critical Policy Analysis of Research Recommendations About School Resource Officers

Zabala-Eisshofer,

Somerville,

Wiley

2024

Educational Evaluation and Policy Analysis

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School resources officers (SROs) have increasingly become a staple in United States K–12 schools, and research on their roles and efficacy is prevalent. However, policy recommendations, when left unexamined, may perpetuate majoritarian narratives that harm marginalized students. This project investigates the majoritarian and counternarratives surrounding policy recommendations for SRO programs. Analyzing policy recommendations in 100 peer-reviewed articles, we find that most articles recommend reform or retention of SROs regardless of study findings—recommendations rooted in majoritarian narratives about the necessity and benevolence of SROs. Counternarratives, which view harm done to students as a potential reason to remove SROs entirely or reduce their use in schools, are much less common in the literature.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Majoritarian Policy Recommendationsmentioning

confidence: 99%

See 2 more Smart Citations

Recommending Reform: A Critical Race and Critical Policy Analysis of Research Recommendations About School Resource Officers

Zabala-Eisshofer,

Somerville,

Wiley

2024

Educational Evaluation and Policy Analysis

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“…Findings regarding SES are mixed. Some studies have found no association between SES and willingness to report threats (Crichlow-Ball & Cornell, 2021), whereas others have found that students who received free or reduced price meals (FRPM) were more willing to report (Crichlow-Ball et al, 2022). Therefore, the analyses included student demographics.…”

Section: Student Threat Reportingmentioning

confidence: 99%

Anonymous reporting systems, school climate, and student threat reporting.

Payne,

Cornell,

Konold

2024

Journal of Threat Assessment and Management

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Schools nationwide use anonymous reporting systems (ARSs) to identify student threats of violence, but there is little empirical research on the impact of ARSs. This study examined the association between ARS availability and student willingness to report threats as well as the number of threat assessments (TAs) conducted by schools. A statewide sample of 106,865 students in 282 Virginia high schools rated their school climate and their willingness to report peer threats. The majority (91%) of schools used at least one ARS, most commonly internet tip lines (67%). School-and student-level regression models showed that internet tip line accessibility was not associated with student willingness to report threats or with the number of TAs. However, student perceptions of supportive teachers and fair discipline were associated with greater willingness to report, and schools that informed students about TA conducted more TAs. Findings suggest that positive school climates and education about TA might be more effective in encouraging students to report threats than ARSs alone. Public Significance StatementMany schools use anonymous reporting systems as part of their threat assessment and management process in order to reduce barriers to student reporting of peers' violent threats. This study examined the association of anonymous reporting system availability with student willingness to report threats and with the number of threat assessments conducted in schools. Findings suggest that positive school climates and student education about threat assessment might better facilitate student threat reporting than the availability alone of anonymous reporting systems.

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Students' perspectives and utilization of school resource officers after experiences with school discipline or law enforcement

Jancaric,

Jewett,

Borowsky

2024

Psychology in the Schools

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School resource officer (SRO) programs were expanded to improve school safety, but limited research has assessed factors impacting students' perspectives on and intended utilization of SROs. We analyzed the relationships of students' experiences with law enforcement and school discipline with views and intended use of SROs. We used multilevel logistic regression models based on the 2019 Minnesota Student Survey to estimate odds ratios of negative attitudes toward SROs. Among all students, 94.4% agreed having an SRO at school was a good idea, 62.1% said they would feel comfortable going to their SRO with a problem, and 68.1% that they would tell their SRO if they saw something unsafe. Among students with recent suspensions, a parent/guardian who was ever in prison, or attending alternative learning centers, there was still widespread support for SROs, albeit lower support for SROs. Furthermore, only about half of students with recent suspensions or impacted by parental incarceration stated they would utilize SROs. These findings highlight discrepancies in students' attitudes toward versus utilization of SROs, especially for those disproportionately impacted by law enforcement or school discipline. This is relevant, as having trusted adults to turn to with problems has been identified as a cornerstone of school safety.

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Student Perceptions of School Resource Officers and Threat Reporting

Cited by 5 publications

References 26 publications

Recommending Reform: A Critical Race and Critical Policy Analysis of Research Recommendations About School Resource Officers

Recommending Reform: A Critical Race and Critical Policy Analysis of Research Recommendations About School Resource Officers

Anonymous reporting systems, school climate, and student threat reporting.

Students' perspectives and utilization of school resource officers after experiences with school discipline or law enforcement

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