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School resource officers and other school security professionals (SSPs) (e.g., security specialists, guardians, campus monitors) have become increasingly common in schools; however, most states do not require that these professionals receive training related to understanding trauma and how it may affect students' behavior and how to promote social-emotional learning competencies among students. The current project evaluated an online professional development program for SSPs that provides education on two topics related to best practices in working with youth in K-12 school settings: trauma-informed care (TIC) and social-emotional learning. This study used a posttest-only design of 96 SSPs from a county in the southeastern United States. Participants self-selected into two trainings: Cohort 1 (immediate intervention, May 2019) or Cohort 2 (delayed intervention-control group, August 2019). A linear regression model indicated that Cohort 1 (immediate intervention) scored significantly higher on TIC knowledge (b = 0.36, p < 0.01) and competencies (b = 0.31, p < 0.01) than Cohort 2 (delayed intervention-control group). More studies are needed to assess how training for SSPs directly impacts school climate and school safety.

School resource officers and other school security professionals (SSPs) (e.g., security specialists, guardians, campus monitors) have become increasingly common in schools; however, most states do not require that these professionals receive training related to understanding trauma and how it may affect students' behavior and how to promote social–emotional learning competencies among students. The current project evaluated an online professional development program for SSPs that provides education on two topics related to best practices in working with youth in K-12 school settings: trauma-informed care (TIC) and social–emotional learning. This study used a posttest-only design of 96 SSPs from a county in the southeastern United States. Participants self-selected into two trainings: Cohort 1 (immediate intervention, May 2019) or Cohort 2 (delayed intervention–control group, August 2019). A linear regression model indicated that Cohort 1 (immediate intervention) scored significantly higher on TIC knowledge (b =.36, p <.01) and competencies (b =.31, p <.01) than Cohort 2 (delayed intervention–control group). More studies are needed to assess how training for SSPs directly impacts school climate and school safety. [ABSTRACT FROM AUTHOR]