Reimagining School Safety

• In Event: Beyond Schools: Rethinking Policies for Justice and Equitable Education Systems

Abstract

Objective
We discuss evidence on how structural punitive disciplinary policies and school policing continue to disproportionately affect students of color and students with disabilities in the United States (U.S. Department of Education Office of Civil Rights, 2021). In this moment of national trauma, racial unrest, and division, we ask how to encourage policy that supports welcoming and supportive schools for all students. We highlight methods that support ground up, empowering, data driven strategies for local schools and communities to address school safety. We focus on long term capacity building and sustainability through infrastructure development, ongoing training, and funding to ensure success over time.

Theoretical Framework
Mass school shootings over the past several decades have focused federal funding on increasing security and armed personnel in schools (e.g., Marjory Stoneman Douglas H.S. Public Safety Commission, 2019). There is little empirical evidence that the billions of dollars we have invested in school security and policing has had an impact on school safety (e.g., Counts et al., 2018) but there is ample evidence of the significant negative impact these policies have on certain groups of students (e.g., de Brey et al., 2019). Re-envisioning school safety policies across the United States must account for the large bodies of research that focus on the social, emotional, and mental health of students and educators as a core pillar of feelings of safety (Astor & Benbenishty, 2019; Astor, Benbenishty & Watson, 2021; Astor, Noguera, et al., 2020; Capp & Astor, in press).

Methods and Data Sources
The authors draw on many large-scale studies that examine the impact of punitive disciplinary policies, policing, and security on students’ feelings of safety at school. Research related to welcoming and supportive school environments as a safety strategy are discussed as well as studies that look at decision making processes at the school district level.

Results
Given the existing evidence, policies need to shift from “hardening” practices to strategies that foster a positive community and civil relationships in schools (Rogers, 2019; Rogers et al., 2017; Rogers & Morrell, 2020). Significant research has highlighted the negative impact that security, law enforcement and punitive approaches can have on school climate, including lowering students’ sense of belonging and safety and academic performance (Astor & Benbenishty, 2019; Astor, Benbenishty & Watson, 2021; Astor, Noguera, et al., 2020; Bracy, 2011; Zimmerman & Astor, 2021). These negative outcomes disproportionately affect students of color and students with disabilities, which can lead to involvement in the juvenile justice system, social isolation, disengagement, and dropping out of school (Astor & Benbenishty, 2019; de Brey et al., 2019). Safety related decisions are made based on funding, fear, politics, and sometimes research. The importance of elevating the voices of students, teachers, parents and community to develop data driven safety policies at the local level is critical for long term effectiveness and maximal impact (Astor, Benbenishty & Watson, 2021). Meaningful partnerships between safety researchers and local district level decision makers could ensure that school safety would be an ongoing collaborative, data driven conversation between the district and university stakeholders.

Scholarly significance
Years of research show us the value and effectiveness of inclusive and comprehensive safety programs and policies, prevention and investment in data-driven practices, and the creation of welcoming and supportive schools and districts (e.g., Astor & Benbenishty, 2019; Mayer & Jimerson, 2018). Empowering districts to invest in long-term, locally driven, research-supported solutions can begin with national calls to examine punitive disciplinary policies in every district in the United States and considering holistic and empowering models for safety. We propose structures and incentives for bringing local decision makers, community members, educators, students, and researchers together over time for meaningful and goal-oriented interactions. Encouraging discussion and partnerships are key components of creating and sustaining holistic, culturally sound, financially viable, relevant, and locally driven school safety solutions.

Authors

• Heather Meyer Reynolds, SUNY Empire State College

• Ron Avi Astor, University of California - Los Angeles