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A host of national tragedies in high schools across the United States, including the shootings at the Parkland High School in Florida and the Oxford High School in Michigan, have focused public attention on school shootings. These events, while statistically rare, have far-reaching impacts on students' and parents' trust in schools, and are significant concerns to community members, school administrators, and policymakers. This study tests variables from several criminological theories to help understand gun carrying in high school using a survey of first-year university students at a Historically Black College & University (HBCU) in the south. There is a relationship between some of the criminal lifestyle and fear of victimization variables and carrying a gun to school, and collective efficacy is found to be a moderator for perceptions of safety at school in predicting school gun carrying. The policy and practical implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

School administrators who investigate student misconduct are offered training in accusatorial-style interrogation techniques that are frequently used in the U.S. to interview and interrogate adult criminal suspects. We review research showing the use of such accusatorial techniques to be problematic, especially with juveniles, as its coercive nature can lead an innocent individual to falsely confess. Highlighting research on adolescents' cognitive and social immaturities, we specifically discuss the unique challenges present when questioning adolescents in a school setting, including difficulties in detecting deceit and lack of Miranda requirements. We conclude with recommendations for future research on developmentally appropriate training for questioning students and suggest school administrators and School Resource Officers seek alternative trainings. [ABSTRACT FROM AUTHOR]

Youth involved in multiple systems, such as special education, juvenile justice, and foster care, often face complex challenges. Professionals inherently contribute to youth outcomes by supporting multisystem-involved youth. Through interviews, we explored the perspectives of a special education teacher, a school resource officer, a school administrator, and a youth parole supervisor to understand their perceived influence on youth. We synthesized these perspectives to identify the patterns of connection between the overlapping works of these professionals. A grounded theory model is provided as a result of data analysis to efficiently illustrate the connection of conceptual insights shared. These include expected outcomes, professional successes, youth agency, and contextual factors. These elements converge to demonstrate how professionals' influence on youth outcomes develops. [ABSTRACT FROM AUTHOR]

School resource officer (SRO) programs were expanded to improve school safety, but limited research has assessed factors impacting students' perspectives on and intended utilization of SROs. We analyzed the relationships of students' experiences with law enforcement and school discipline with views and intended use of SROs. We used multilevel logistic regression models based on the 2019 Minnesota Student Survey to estimate odds ratios of negative attitudes toward SROs. Among all students, 94.4% agreed having an SRO at school was a good idea, 62.1% said they would feel comfortable going to their SRO with a problem, and 68.1% that they would tell their SRO if they saw something unsafe. Among students with recent suspensions, a parent/guardian who was ever in prison, or attending alternative learning centers, there was still widespread support for SROs, albeit lower support for SROs. Furthermore, only about half of students with recent suspensions or impacted by parental incarceration stated they would utilize SROs. These findings highlight discrepancies in students' attitudes toward versus utilization of SROs, especially for those disproportionately impacted by law enforcement or school discipline. This is relevant, as having trusted adults to turn to with problems has been identified as a cornerstone of school safety. Practitioner points: Students had overwhelmingly positive views of school resource officers (SROs) with 94% of students supporting the presence of SROs. However, fewer students stated they would feel comfortable going to their SRO if they had problems or needed help or if they knew about something unsafe or illegal (62% and 68%, respectively).While there is widespread support for SROs among students affected by law enforcement or school discipline, these individuals were significantly less likely to state that they supported the presence of SROs and intended to utilize SROs.Further research and interventions are necessary to optimize perspectives and utilization of SROs and/or assess adjuvants to SROs to promote feelings of school safety for all students, especially for students impacted by law enforcement or school discipline who are less likely to support and utilize SROs. [ABSTRACT FROM AUTHOR]

The history of academic criminology has been written at a macro‐scale from national and international perspectives. These histories rely on abstract concepts that overlook external events in the formation of criminology. Using a microhistory approach, this article explores the origins of the penology programme established at the Police School of San José State University. Willard Schmidt started the programme in 1946 based on his experience as director of security police at Tule Lake prison camp, a site for incarceration of Japanese Americans during the Second World War. The discussion examines August Vollmer's role in founding the Police School and his opposition to the incarceration, Schmidt's activities at Tule Lake, and how this shaped the first penology programme in California. [ABSTRACT FROM AUTHOR]

This study addressed the need for improved police training in the context of police-community relations, with a specific focus on interactions with youth. Data were collected from active police across the US to understand their perceptions of adolescents and identify training needs. We examined the impact of police roles (e.g. patrol, command) on their descriptions of adolescents, challenges policing adolescents, and training requirements. Findings reveal that police working as school resource officers (SROs) had a more positive view of adolescents and expressed interest in acquiring specific skills for effective interactions. Commanders viewed policing skills as challenging, whereas others viewed adolescent attributes as most challenging in police-adolescent encounters. Experience did not significantly influence police perceptions; beliefs remained consistent across veteran and less experienced police. Findings underscore the necessity for new training protocols for all law enforcement personnel, regardless of tenure, to mitigate negative and potentially harmful police-adolescent interactions. [ABSTRACT FROM AUTHOR]

Tiebout (J Polit Econ 64:416–424, 1956) argues that local public goods will be provided efficiently if households vote with their feet to move to the jurisdiction that best matches their preferences. This outcome may be impeded by overlapping jurisdictions of municipalities, school districts, and police agencies. To investigate the impact of coterminous borders on Tiebout sorting, two counties with similar demographics are chosen within the New York City metropolitan area. Differing histories lead to municipalities in Bergen County, NJ, always being coterminous with elementary school districts and police agencies, while few municipalities in Nassau County, NY, have their own police agencies and even fewer have their own school districts. Heterogeneity of sociodemographics and service quality are calculated between neighboring Census block groups, and absolute difference in median household income is regressed on these measures and interactions between the three kinds of service area borders. School district and police agency borders and quality are found to not be individually significant (with one minor exception). Police agency borders interacted with municipal borders increase income sorting, while school district borders interacted with police agency borders decrease income sorting. Income differences are also correlated with differences in the proportion of White and Black population in neighboring block groups, supporting previous findings that Tiebout sorting may exacerbate segregation. Municipal borders are an independently significant influence on income sorting across all specifications, indicating the important and independent role of local public goods other than education and public safety in residential location. [ABSTRACT FROM AUTHOR]

Conceptualizing and measuring public value presents many challenges for researchers, particularly in those cases where the program being evaluated has visible expenses and hard to quantify outputs or outcomes. Program stakeholders might not even recognize the public value (PV) they are creating. PV theory lacks empirical research and faces the possibility of theoretical stagnation. Efforts at measuring PV have not yielded consensus. This study employs ethnography to investigate how an external observer sees the PV being created by the school resource officer (SRO) program. This paper reports the key findings from a case study into the value delivered by a controversial public program, a co-operative initiative between a regional police service and the region's educational system. This evaluation comprised ten ride alongs with SRO program officers over a five-month period. Forty-one stories of PV being created were observed, which were then grouped into six themes/focused codes. In addition to the program's desired outcome of building safer schools, this paper identifies five other types of PV creation. These outcomes represent important contributions to the public and allow for the potential comparison of how tax dollars are spent, informing future allocation of funds and potentially saving good programs. [ABSTRACT FROM AUTHOR]

This research aims to establish the impact of the virtual polygon in the initial training process of a police officer at the Police Cadet School "General Francisco de Paula Santander" - ECSAN. Methodologically, the study applied a descriptive approach with a qualitative analysis of the categories identified. Two information collection techniques were utilised, the survey and the focus group. The population under study was ECSAN students from different semesters of the undergraduate programme in Police Administration, recent graduates from a maximum of the last three years, teachers of the subject of marksmanship and academic experts and investigators of the National Police. The main results showed that the use of the virtual marksmanship simulator contributes significantly in the process of formation and the initial adaptation of the students with firearms. Otherwise, it is a scenario that allows mistakes to be made without affecting people, materials and supplies. However, the permanent modernisation of the virtual scenarios used and the updating of the instructors in these virtual tools is necessary. In conclusion, the virtual polygon is a fundamental learning tool, which in any case must be accompanied by flexible, dynamic and transdisciplinary curricula. [ABSTRACT FROM AUTHOR]

This article was the result of the award-winning monographic work called "Strategy to guarantee ethics in the formulation and implementation of public policies in the Defence Sector", which was honoured within the Master's programme in Public Security (MASEP) of the "Miguel Antonio Lleras Pizarro" Police School ", where a pedagogical strategy was structured to guarantee the development of ethics in the formulation and implementation of public policies in the Colombian defence sector, to improve the quality of life in the territories and positively impact security and respect for the life of its residents. Methodologically, this research was approached with a descriptive documentary structure, accompanied by the mixed method. Therefore, it became necessary to address scenarios with homogeneous and non-homogeneous characteristics. In both, valuable information for the work was collected with due rigour; for this, surveys and interviews were designed and applied to personnel specialised in this topic. Finally, thanks to the field work and the professional referencing exercise, it was possible to define an application and evaluation strategy based on the educational context, in order to optimise ethical behaviour of public officials in charge of formulating public policies in the defence sector. [ABSTRACT FROM AUTHOR]

The rise of automobile use in New York City in the 1920s placed pedestrians, particularly children and adolescents, in a new danger. Fatalities and injuries among youth involving automobile accidents created a public health crisis, especially as children navigated streets to and from school each day. The New York Automobile Club and the New York Police Department partnered with the school district to sponsor school safety patrols to educate children and protect them from this newfound danger. The motives of both sponsors, along with the increased expansion of police presence of school grounds, provide complexities, though, to this origin story. As scholars today intensify their explorations and investigations of police and carceral history in the United States, particularly involving black youth in urban centers, the origin story of school safety patrols in New York City has much to say about controlling and patrolling the nation's streets and beyond. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School resource officers (SROs) are increasingly common in schools across the United States. The roles they occupy within schools are varied, potentially conflicting, and controversial. We examined SROs' (N = 287) perceptions of their role(s) within their assigned schools. Results revealed a discrepancy between how SROs view their role and how they believe students and school administrators view their role. While SROs characterized their role as multifaceted, they perceived that others viewed their role more narrowly. That many SROs believe their role is misunderstood may be a challenge for composite models of school policing. [ABSTRACT FROM AUTHOR]

The need for effective school bullying prevention programs is more pronounced than ever. To address school bullying, Korea has operated the Youth Police Academy (YPA) since 2014. Although the School Police Officers (SPOs) in charge at YPA can provide valuable insights into the significance of school bullying prevention programs, there has been limited research in this area. The purpose of this study is to explore the relevance of school bullying prevention programs and delineate the role of YPA in preventing school bullying, based on the professional experiences and perspectives of YPA's SPOs. We employed narrative analysis based on interviews with SPOs. The findings revealed that while the majority of SPOs experienced career crises, they overcame these challenges and developed professional perspectives on the YPA program and anti-bullying program. SPOs perceive that school bullying prevention program should focus on "resolving relationships," "collaborative care," and "teaching coping behaviors." Accordingly, YPA can function as a "place of reconciliation," "place helping students understand others' perspectives through experiential and case-based educational approaches," "hub for school bullying prevention education grounded in collaboration with relevant institutions and local experts," "provider of coping information," and an "active protector of victims." [ABSTRACT FROM AUTHOR]

The earliest School Resource Officer Programs in Canada date back to the 1970s. This study examines how police officers, teachers, school administrators, students, and journalists use a discourse of relationship-building between police and youth to frame School Resource Officers (SROs): who they are, the work they do, their roles in students’ lives, and their value to the school community. Analyzing this discourse during the emergence of SRO Programs in Edmonton and Calgary, the study illustrates how relationship-building positions SROs positively within the school community, helping normalize police presence in schools. The findings help inform critical understanding of the contemporary persistence of the relationship-building discourse as justification for SRO programs, which often eclipses consideration of program ineffectiveness and harmful effects. Overall, the relationship-building discourse remains an institutional ruse that elides the key question: what do police in schools actually do to support the education of youth and to create equitable schools? [ABSTRACT FROM AUTHOR]

Cyberbullying was explored through the ‘lived experiences’ of youth with visual impairment (VI) and their schoolteachers in this study. A hermeneutic phenomenological design was used to reveal the rich details of how the 29 youth and five schoolteachers (n = 34) experienced cyberbullying in their different lifeworlds. Interviews and focus groups were conducted over a period of seven months. Three themes emerged: Sites of Cyberbullying, Coping Mechanisms and Sources of Help and Cybersecurity Awareness. Most youth with VI experienced traditional bullying in their school lifeworlds from school mates and teachers while in their cyber worlds, verbal bullying in the form of insults and body shaming from outsiders was common. Interestingly, most youth with VI participated in playing games on their mobile phones and in multiplayer games with sighted individuals. All 29 Malaysian youth participants demonstrated high anxiety towards cyberbullying and any potential threat, illuminating their lack of preparedness and training towards such threats. Protective policies by schools and parents designed to shield youth with VI may inadvertently yield the opposite results. Hence, this study further develops the theorisation of cyberbullying, and further research could include the perspectives of parents, police and school administrators. [ABSTRACT FROM AUTHOR]

This article sought to analyze the behavioral attitudes contrary to discipline of former students in police training schools. As a methodology, a cross-sectional study was designed based on Python analysis, K-means cluster and ANOVA tests. 532 students participated in the study as cadets and second lieutenants, with an age range between 18 and 37 years. The results predicted that: 1) The students surveyed consider that seniority influences the change in the discipline at the institution. 2). The degree that the student has within the institution significantly influences the reasons for choosing the profession as a Police officer. 3). Sociodemographic variables such as grade, level of education and sex significantly influence the consideration that seniority affects behavior within the institution. In conclusion, there are students who break the rules causing harm to other members of the community and justify their behavior because they are old in the institution, considering that it is a privilege that they have earned with respect to other students. Likewise, the design of coexistence strategies by police training schools is a priority to minimize conduct contrary to discipline by former students and the timely application of the corrective measures necessary to establish a good school environment. The richness of the data obtained opens new research horizons on the discipline and its impact on educational environments. [ABSTRACT FROM AUTHOR]

We live in an age of student surveillance. Once student surveillance iust involved on-campus video cameras, school resource officers, and tip lines, but now, it extends beyond school hours and premises. Corporate monitoring software, installed on school-provided laptops, does two things. First, it blocks "objectionable" material, informing administrators about content that students tried to access. Second, it scans students' searches, browsing, files, emails, chats, and geolocation to detect "problematic" material. For many students, school-provided laptops are their only computing device. They use that device to complete homework, as they must; they use it to chat with friends, explore ideas, and play. For those students, the surveillance is twenty-four hours a day, seven days a week, 365 days a year. Totalizing surveillance makes student intimate privacy impossible and undermines the school's crucial role in educating democratic citizens. Student surveillance chills children's willingness to engage in expressive activities, including experimenting with nonmainstream ideas. Self-censorship is even more likely for disabled and LGBTQ+ students who fear judgment and reprisal. Student surveillance corrodes students' relationships with teachers. It raises the risk of suspension for Black and Hispanic students for minor infractions like profanity, a blow to equality. Companies promise that their surveillance systems can detect suicidal ideation, threats, and bullying, but little evidence shows that they work as intended. We need robust, substantive protections for student intimate privacy for the good of free expression, democracy, and equality. Schools should not use surveillance software unless companies can show that the continuous tracking makes students safer and is designed to minimize the harm to privacy, expression, and equality. [ABSTRACT FROM AUTHOR]

The need, demand, and necessity of providing safe schools, and increasing the quality of the service provided by security officers in preuniversity education occupies a special place in Albanian education as a key actor in cooperation with interest groups. The purpose of this article is to identify the role of the security officer, recognize the situation with the preparation of current officers, and on the other hand analyze to what extent security officers might need further qualification. To achieve the purpose of this article, 4 (four) questionnaires were carried out. They were delivered to 4 target groups - security officers, parents, teachers, and students. The methods used in this article are quantitative and qualitative and they combine primary and secondary data. The techniques used were surveys, conversations, and questionnaires with school security officers, students, teachers, parents, and other relevant instruments were notes taken during conversations with the heads of different schools. The results of the study highlighted that security officers are not well versed in technology; they encounter difficulties in writing reports, resolving conflicts, and some of them are not prepared for risk situations that include, earthquake, fire, or similar disasters; most of the officers did not have good knowledge of national and international legislation, and lacked cooperation skills with parents. This new profession must be re-dimensioned in the market, to offer study programs that meet the current demands and needs, and to draw up supporting policies for this profession, since it is the security officer in pre-university education. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Drawing on the special issue's collection of articles, the following commentary examines the racial biases in K-12 and higher education policies and products revealing their seemingly neutral and objective facades to be inherently racialized and, at times, explicitly racist. The article also highlights the damaging effects of race-evasive language in K-12 and higher education, advocating for the prioritization of the most vulnerable students in policy and product design. Rooted in prior research and the author's experiences as a Latina, a first-generation college student, and a former K -12 educator, the article argues for the abolition of harmful practices like corporal punishment and school resource officers. The author suggests that effective policy design for racial justice may require both mainstream and alternative approaches and highlights successful programs like Freedom Schools and ethnic studies programs. Lastly, the article emphasizes the need for educational policies to reflect a deep understanding of systemic racial inequities and for the research community to directly influence policy design towards equity and inclusion. [ABSTRACT FROM AUTHOR]

School resources officers (SROs) have increasingly become a staple in United States K–12 schools, and research on their roles and efficacy is prevalent. However, policy recommendations, when left unexamined, may perpetuate majoritarian narratives that harm marginalized students. This project investigates the majoritarian and counternarratives surrounding policy recommendations for SRO programs. Analyzing policy recommendations in 100 peer-reviewed articles, we find that most articles recommend reform or retention of SROs regardless of study findings—recommendations rooted in majoritarian narratives about the necessity and benevolence of SROs. Counternarratives, which view harm done to students as a potential reason to remove SROs entirely or reduce their use in schools, are much less common in the literature. [ABSTRACT FROM AUTHOR]

Research Summary: The increasing presence of armed security personnel in schools has led to concerns about the criminalization of students. While many schools use sworn law enforcement (e.g. school resource officers or SROs), many schools also use security guards who are not sworn law enforcement. Recent policy changes in a number of states and political pressures resulting from acts of mass school violence have led policymakers to face decisions between the use of SROs and security guards. This study informs this policy debate by empirically examining the relationships between security guards and SROs with rates of student behavior, discipline, and arrest using nationally representative data from the Civil Rights Data Collection. Controlling for observable covariates and school district fixed effects, we find that, in contrast to SROs, the use of security guards in schools is not systematically related to student arrest or suspension rates. The findings suggest that non‐sworn security guards may provide a form of security personnel that minimizes the criminalization of students relative to SROs. Policy Implications: As school districts nationwide grapple with how to respond to school shootings and other acts of school violence, policymakers have frequently turned to the use of school security personnel, including SROs and security guards, as a response. Doing so, however, has been contentious given concerns about the overcriminalization of students. This study provides evidence to inform these policy debates by demonstrating the relationships between security guards and SROs and a number of outcomes. The results suggest that the use of security guards as a policy response may minimize arrests and exclusionary discipline relative to the use of SROs. [ABSTRACT FROM AUTHOR]

This article argues that as a consequence of austerity, police in England and Wales have taken over important roles in welfare and social policy institutions. This renders those institutions more coercive, punitive and exclusionary, and normalises a police worldview in those institutions. This process of what I call austerity-driven policification can be observed specifically well in the increasing numbers of police officers integrated into schools most affected by austerity. Such 'transinstitutional policing' in Britain is triggered by contradictory post-global financial crisis austerity measures, but reliant upon a long, racialised history of authoritarian neoliberalisation. Cuts to public spending in the 2010s reduced state institutions' capacities to provide for vulnerable people, who were further criminalised and whose rights to support and solidarity were further delegitimised by a radicalisation of the framing of welfare recipients as undeserving, social housing estates as drug-infested gang territories, and schools in deprived areas, and Black pupils in particular, as dangerous. Police, while subjected to austerity measures also, functioned as an institution of last resort, supplementing and replacing incapacitated state institutions, while also being presented as an appropriate institution to address problems increasingly understood to be of a criminal rather than educational nature. This article suggests that austerity-driven policification is an intensification of longer-term trends toward a larger role for police in the neoliberal era. It shows the racial and authoritarian nature of neoliberalisation, and its messy realisation. [ABSTRACT FROM AUTHOR]

The social movement for #PoliceFreeSchools (and the adjacent campaign on college and university campuses called #PoliceFreeCampuses) welcomes an opportunity to reimagine school discipline and safety in contradistinction to current carceral forms. Scholars have moved away from notions of "school to prison pipeline" by demonstrating the many ways schools are organized as carceral spaces (e.g., school-prison nexus). A conceptual framework of Anti-carceral leadership is put forward in this paper to underscore the need for a leadership paradigm that actively refuses the logics of the carceral state (e.g., social control). The paper underscores how the logics of antiblackness may sustain mechanisms of social control in education policy intended to undo racialized harm. The tensions of be(com)ing an anti-carceral leader and its significance for undoing technologies of punishment, confinement, and constraint that reinforce schooling as a site of Black pain and suffering are discussed. [ABSTRACT FROM AUTHOR]

"The Criminalization of Childhood and Adolescence" is a review of the book "Willful Defiance: The Movement to Dismantle the School-To-Prison Pipeline" by Mark R. Warren. The review discusses the disproportionate impact of the school-to-prison pipeline on children of color, children with disabilities, and LGBTQ youth. It highlights the negative consequences of zero tolerance policies and the presence of police in schools, including increased arrests and racial disparities. The review emphasizes the need for reform and alternative approaches, such as restorative justice and counseling, to create safer and more equitable school environments. It also acknowledges recent resistance to these reforms and the importance of revisiting the lessons presented in the book. "Willful Defiance" by Professor Daniel J. Losen and Professor Russell J. Skiba is a book that explores the school-to-prison pipeline (STPP) and provides practical guidance on how to dismantle it. The book focuses on the experiences of black and brown parents and communities affected by the STPP and emphasizes the importance of community organizing and grassroots empowerment. It discusses the history and evolution of the STPP, as well as community-based initiatives to challenge zero tolerance policies. The book also addresses the significance of centering the voices and stories of affected communities and the challenges of collaborating with national advocacy efforts. While progress has been made in reducing suspension rates, racial disparities persist, and the book calls for the authentic implementation of strategies to transform school climate and culture. It also recognizes the need [Extracted from the article]

Copyright of Istanbul Gelisim University Journal of Health Sciences / İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi is the property of Istanbul Gelisim Universitesi Saglik Bilimleri Yuksekokulu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Engagement of school police officers (SPOs) within the Serbian education system is an important element of school's cooperation with the environment in bullying prevention and intervention. However, there is a lack of empirical data on the effectiveness of SPO engagement. For this reason, this paper presents the results of a research on the current state of SPO engagement and the perception of the effectiveness of SPO engagement in bullying prevention and intervention by students and members of the Team for protection, conducted in 19 Belgrade secondary schools during 2020/2021 school year. The data on the current state of engagement were collected through observation, while the data on perceptions of effectiveness were collected through interviews with 44 members of the Team for protection and a survey of 1,526 students. In terms of bullying prevention, this research has shown that SPO engagement has the potential to be effective by achieving a deterrent effect, but only if SPOs are present at the time when the risk of bullying incidents is the highest. In terms of bullying intervention, the results indicate that although SPOs are willing to intervene, their engagement is not effective as only a small number of victims ask them for protection in bullying cases and only in 30% of cases SPO managed to help. The implication of this research refers to the need to improve the interaction between students and SPOs, primarily by strengthening SPO's educational role and providing SPOs with adequate training to perform their duties in school. [ABSTRACT FROM AUTHOR]

Few studies empirically compare the approaches law enforcement officers (LEOs) and school mental health professionals (SMHPs) use to keep schools safe. Such comparisons are important for improving safety and student wellbeing. A focus on the experiences of racial/ethnic minority students is especially important given evidence that school safety approaches have harmed this group. In this study, we compare how LEOs and SMHPs report prioritizing their duties and how this prioritization varies in schools with a predominantly Latino/a/x or Native American population or diverse population versus a predominantly White population. To these ends, we pair school-level data with survey data from LEOs and SMHPs. Both LEOs and SMHPs prioritize and focus on reducing the risk of violence and building strong relationships. We also find that school demographic context plays a role in how some, but not all, school safety activities are prioritized. Implications for scholarship and policy are discussed. [ABSTRACT FROM AUTHOR]

The Cyprus Review's Editor-in-Chief reflects on the journal's recent activities, including successful international conferences on topics such as Cyprus and the EU, new technologies in communication, and militant democracy. The current issue features articles covering diverse research topics, including adult education in Cyprus, the politics of street naming in Limassol, the establishment of judicial police, and an analysis of a short animated film. The journal aims to provide a platform for scholars to share innovative ideas and foster interdisciplinary collaboration in the field of Cyprological research. [Extracted from the article]

In recent years, school resource officers (SROs) and their role in the context of school safety have become a popular topic of research. In this study, we analyze data from 31,156 students from over 100 schools in Kentucky to better understand how students perceive SROs in their school environment. The findings reveal that males, students who liked having an SRO at their school, students who saw their SRO at several locations on campus during the typical school day, and students who viewed their SRO as more than a law enforcer had a higher opinion of the SRO working at their school. Interestingly, school-level variables had no impact on these relationships. Implications for policy and future research are also discussed. [ABSTRACT FROM AUTHOR]

The school-to-prison pipeline (STPP) describes in shorthand the problematic relationship between some students' school experiences and their subsequent incarceration. One summer, in response to vocal concerned parents, a suburban school board adopted a zero-tolerance policy for smoking and vaping. Through the combined effects of the zero-tolerance approach, exclusionary punishments, the presence of SROs (school resource officers), racially disproportionate disciplinary practices, and a culturally nonresponsive school setting, 90 students were introduced to the criminal justice system in one school year. This case helps school leaders examine the elements of the STPP and how they work together to damaging effect. The questions and activities will guide readers to develop multiple ways to forestall and/or repair STPP supporting policies and practices. [ABSTRACT FROM AUTHOR]

Increases in student experiences with social and mental health, acts of violence, and the school-to-prison nexus have prompted many schools to evaluate alternatives to safety that are equitable, inclusive, and student and family-centered. Punitive approaches to school safety have been shown to disproportionately affect underserved schools and students, especially racially- and ethnically-minoritized students, students with disabilities, LGBTQ + students, and students of low socioeconomic status. Building on an equity-based framework, we reviewed the literature on school safety alternatives that promote a safe, inclusive campus and foster students' overall wellbeing. In our scoping review, we identified 17 alternatives aligned with the equity-based framework. We then used an integrative review to organize these alternatives into four approaches: Equity and Inclusion, Social-psychological, Community-based, and Self-governance. Research findings of these approaches support the adoption of programs and practices across these four areas to enhance students' overall well-being and provide an equitable and safe environment for all within the school community. [ABSTRACT FROM AUTHOR]

School-based policing programs started as far back in the USA as the 1950s and became more popular in part as concerns about school safety increased. After the murder of George Floyd in May 2020, the scrutiny of municipal police extended to school policing, and the concerns that policing exacerbates the school-to-prison pipeline, particularly for Black and Brown children, led several districts to remove officers from their schools. However, some of these same districts have reinstated police following widespread reports of fighting and behavioural issues among students after nearly 2 years of sporadic education due to the COVID-19 pandemic. This paper discusses some of the recent trends and highlights evidence from several systematic reviews of evidence on the efforts of school policing, including a large-scale effort for the Campbell Collaboration. A more recent evaluation published since the reviews were done is also discussed. Finally, the article highlights a report to Congress by the National Institute of Justice and concludes with policy implications and a future agenda for research. [ABSTRACT FROM AUTHOR]

This study explores the link between zero-tolerance policies and the school-to-prison pipeline from the perspective of school resource officers. Zero-tolerance policies are disciplinary measures that exacerbate the school-to-prison pipeline by treating students like potential criminals and forcing them out of the educational system. Prior research has investigated the perspectives of students, teachers, principals, and the general public regarding school resource officers. However, there exists a research gap concerning the perceptions of school resource officers themselves regarding their role within the educational system. Semi-structured interviews were completed with a purposive sample (n = 25) of school resources officers from the Midwest. Some SROs emphasized the counselor/mentor role to provide emotional support to students, others were more inclined toward problem-solving or law enforcement and focused on rules enforcement. SROs express diverse views on the impact of zero-tolerance policies, with some acknowledging harm to students' success and others displaying indifference or cynicism, often attributing responsibility to parents, teachers, or the students themselves. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Thirty-one U.S. states have laws that may result in students being arrested for misbehavior in school that is often considered a low-level rule violation. The problems with these laws include the vagueness and subjectivity of the language of the law. As a result, the enforcement of such laws has been criticized as being discriminatory, especially against minorities and students with disabilities. In 2016, two laws in South Carolina were challenged in a series of important cases that stemmed from an arrest made of a student who posted a video of a violent, headline-grabbing altercation in her classroom involving a school resource officer. This brief report (a) reviews the incident that led to the case in South Carolina, (b) examines the history and eventual outcome of the cases challenging the South Carolina laws, and (c) offers implications for improved practice. [ABSTRACT FROM AUTHOR]

Although research on the effectiveness of school resource officers (SROs) remains mixed, the number of SROs in the U.S. continues to grow. We interviewed 18 SROs, SRO supervisors, and school leaders from exemplar programs to explore SRO role perceptions. Analysis revealed three themes: (1) SROs support a safe learning environment via multiple roles; (2) common SRO roles are law enforcer, educator, community liaison, and emergency manager; and (3) additional roles are site-specific. Our findings suggest a need to articulate expected SRO roles and recognize SROs often play multiple, overlapping roles to support a safe environment for student learning. [ABSTRACT FROM AUTHOR]

Theoretical and empirical evidence suggests that organizational justice impacts organizational cynicism, but the influence of its various dimensions is inconsistent. This inconsistency necessitates the introduction of moderating variables for a more comprehensive understanding. In this context, hope is selected as a moderating variable due to its ability to mitigate the adverse effects of organizational cynicism. The objective of this study is to explore how distributive, procedural, and interactional justice affect organizational cynicism, with hope serving as a moderating factor. The research adopts an explanatory correlational design. Participants include 126 employees from the Mojokerto State Police School (SPN), selected through census sampling. The study utilizes scales for measuring organizational cynicism, organizational justice, and hope. Data is analyzed using Moderated Regression Analysis (MRA). The findings reveal that distributive and interactional justice negatively impact organizational cynicism. Moreover, hope moderates the relationship between procedural justice and organizational cynicism, as well as the impact of interactional justice on cynicism. Significantly, hope moderates the effects of distributive, procedural, and interactional justice on organizational cynicism, underscoring its role in enhancing the impact of these justice dimensions on cynicism. This research contributes to a nuanced understanding of the interplay between organizational justice and cynicism, highlighting the critical role of hope as a moderator. [ABSTRACT FROM AUTHOR]

The DARE (Drug Abuse Resistance Education) program simultaneously changed both the police and schools through the development of what this article calls a school–police nexus, a framing that explains the reciprocal relationship between the police and schools. By enabling officers to assert expertise in the realm of drug education, DARE not only made the police a regular presence in schools but aimed to transform the image of the police officer from a threatening enemy to a friend and mentor. More broadly, DARE intended to make the police a trusted institution in American cities amid the aggressive policing of the drug war. In turn, DARE transformed schools through their educative and disciplinary roles. Using police officers as teachers enabled DARE to coopt the educative function of schools to advance the police mission by other means. Yet, DARE officers did not shed their law-and-order message when they entered the classroom, reinforcing the carceral approach to the drug war. [ABSTRACT FROM AUTHOR]