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BACKGROUND Urban black adolescents' wellbeing in the early high school years can be negatively impacted by exposure to racial discrimination. These impacts may be buffered by supportive relationships with adults at school. We considered both the protective and promotive effects of culturally responsive teachers and caring school police on school engagement for students exposed to racial discrimination across settings. METHOD This study leveraged baseline student report from a sample of urban, predominantly black high school students with elevated teacher‐rated levels of aggressive behavior (N = 397 9th graders; 91.2% black; 50.4% male; J = 10 schools). Using a path model with full‐information maximum likelihood estimation, we examined the associations of racial discrimination, teacher cultural responsiveness, and school police caring in relation to school engagement and school disconnection, adjusting for covariates, including family racial socialization. RESULTS Frequency of racial discrimination was significantly associated with lower school engagement and greater school disconnection. Teacher cultural responsiveness was significantly, favorably associated with all outcomes. Police caring had no significant direct associations; however, there were moderation effects. When police caring was below average, increased racial discrimination was associated with significantly poorer attitudes toward school. CONCLUSIONS Findings suggested that students' perceptions of school police caring may buffer links between racial discrimination experiences and school disconnection. Moreover, students who perceive that their teachers are culturally responsive may feel more engaged at school. Interventions to promote teachers' and school police officers' cultural responsiveness and caring may improve engagement among at‐risk urban youth who experience racial discrimination.

School police application to reduce violence at school is a resent issue in Turkey. This article seeks to understand whether there are different opinions between teachers and school police about the school police project (SPP). Survey was used to collect data from 4761 high school teachers and 104 police staff. The data indicate that teachers have limited information about the “School Police Project” compared to the school police. Furthermore, the teachers and school police have diverse opinion both about the responsibilities of school police as well as the effectiveness of SPP.