Avoiding the Handcuffs: School Resource Officers and Special Education Students Returning to School After COVID-19

• In Event: Education in the 21st Century: Evaluation, Engagement, and the COVID-19 Pandemic

Abstract

Children today are living in a volatile world filled with trauma, stress, and uncertainty. Many children with disabilities already experience intense and ongoing emotional upset, depression or anxiety, difficulties with self-regulation, problems relating to others or forming attachments, attention and academic difficulties prior to COVID-19 due to the nature of their disability. Children who qualify for Special Education or 504 support are often unable to communicate how they are feeling and what is causing them distress (Sorrels, 2015, p. 19). This highlights the need for educators, counselors, school leaders, SROs, and anyone who works with children to have the training to recognize the behavioral needs of each individual in order to develop the needed emotional and concrete supports.

Authors

• Elisabeth M Krimbill, Texas A&M University - San Antonio

• Maureen Fox, Sacred Heart University