Search

School resource officers (SROs) have become increasingly common in schools; however, most states do not require that they have youth- or school-related training (Morris et al. 2017). The intent of this project is to address potential gaps in training through the creation of four online professional development modules for SROs. Each module focused on one of the following: trauma-informed care; social-emotional learning (SEL); restorative problem-solving; and cultural competence. These modules were iteratively developed by applying established paradigms of curriculum development, that included systematic and communicative approaches, adult learning theory principles, and utilization of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) Model of Systematic Instructional Design. SROs serve as law enforcers, informal counselors, and educators. It is imperative they are provided the opportunity to build their knowledge and develop applicable skills necessary for these roles and for working with students from all backgrounds. [ABSTRACT FROM AUTHOR]

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]