Examining the Use of Full-Time Police in Schools: How Roles and Training May Impact Responses to Misconduct

• In Event: Safety and Security in Schools

Abstract

Although well intended, the use of full-time police in schools, coupled with other punitive discipline approaches, has resulted in negative outcomes for students that likely stem from the inherent role conflict in policing more generally. Arguably, this inherent role conflict is further exacerbated in the school environment due to the conflicting culture of law enforcement and education. The purpose of this study was to thoroughly examine the impact of officers working in the school environment; specifically, how their roles and training impact their responses to student misconduct. Data was collected via an online survey distributed to a sample of commissioned law enforcement officers working in Texas schools. Follow-up qualitative interviews were also be conducted with a sample of officers who complete the online survey. Data collected was used to assess the various roles officers have in the school setting, the training they have received to support these roles, and their responses to student misconduct. The findings shed light on the impact officers are having on how school discipline contributes to the path to formal criminal justice involvement, and also how the pipeline might be addressed in this regard.

Author

• Joseph M. McKenna, Texas State University