The Of f ic ia l Publ icat ion of the Nat ional Associat ion of School Resource Of f icersThe Of f ic ia l Publ icat ion of the Nat ional Associat ion of School Resource Of f icers

Spring 2015

THE JOURNAL OFFor SROs, Educators & Administrators

THE JOURNAL OFFor SROs, Educators & Administrators

28 SCHOOL SAFETY Spring l 2015

By John Rosiak, Principal, Prevention Partnerships, RosiakAssociates, LLC

www.nasro.org l 29

School Resource Officers have been criticized in some re-ports for being responsible for increases in arrests atschool. Various accounts point to associations betweenthe presence of school-based law enforcement and in-

creased student arrests and referrals to juvenile court for schooldiscipline issues—often for public order offenses, such as willfuldefiance, disorderly conduct, or disrupting the educationalprocess. While there have been some instances of increased ar-rests in schools in the U.S., other school-community partner-ships are seeing opposite results—SROs helping to divertstudents from involvementwith the justice system.

The Current SceneIn communities around

the U.S., school and commu-nity groups are engaged in animportant discussion aboutthe appropriate roles of lawenforcement in school safety.Concerned parties are askingtough questions like, Doesthe presence of police inschools mean:

� Reduced crime?� Increased safety?� Increased arrests?� Disproportionately

arresting students of color?

� Making schools feelless safe?

Many communities findthat SROs—one of the bestknown forms of school-based law enforcement—can helpmake schools safer. But if schools and law enforcement agen-cies do not make sure that SROs are well-chosen and well-trained, the presence of an officer in school may encourage acriminal justice response to misconduct better addressed byschool administrators.

How Does a Community Do School-basedLaw Enforcement Right?

There has been considerable development of the profession ofSROs over many years. In recent years the field of school-basedlaw enforcement has matured rapidly due to a variety of factors:

� A new appreciation of the adolescent brain as it develops

� An awareness of the importance of understandingmental illness and trauma and how to respond to it

� A clearer understanding of the relationship the SROhas to school discipline.

Many communities have gotten the message that the“right” officer must be well-trained to do a very complex,demanding, and multi-faceted job. While the public safetyrole of the SRO is considered pre-eminent by many, and anoccasional arrest may be warranted for public safety rea-sons, as Hard Lessons: SRO Programs and School-based Arrestsin Three Connecticut Schools stated: “Every time a school-based arrest is made we must ask ourselves…was there an-other way?”

Four Keys to DiversionOne of the goals of present-day school-based law enforce-

ment should be to keep students out of the juvenile justice sys-tem. This is a serious matter because involvement in thejuvenile justice system can negatively impact a child’s life trajec-tory, hindering educational success and raising the risk of adultcriminal behavior. To that end, school/law enforcement/commu-nity partners can ask these four questions to help SROs maxi-mize their potential to DIVERT students from involvement with

the justice system:

� Has your school and lawenforcement community definedthe roles of the SRO?

� Was there a thoroughprocess to choose the SRO?

� Are the SROs well-trained?

� Does the school have strongand clear policies related to sup-portive school discipline and di-version?

SRO RolesThe U.S. Office of Commu-

nity Oriented Policing Servicesand NASRO advocate for SROsto fulfill a “triad” role encom-passing three primary functions:

� Educator

� Informal Counselor/Mentor

� Law enforcementproblem solver.

The ways each of these roles is carried out has the potentialto keep youth out of involvement with the juvenile justice system.For example, when SROs teach evidence-based programs likeGang Resistance Education and Training (GREAT) or the OlweusBullying Prevention Program they are helping youth develop im-portant life skills that can result in healthier decisions. Playing thecounselor/mentor role is an obvious way that SROs can help rec-ognize that students may be facing a range of challenging issues intheir lives, such as substance abuse, witnessing trauma at home orin the neighborhood, or mental health issues. Here the SRO canplay the important role of referring a student to a mental healthprofessional to get to the root causes of a student’s behavior.Lastly, how the SRO carries out the law enforcement problemsolver role is yet another way the officer can possibly divert stu-dents from involvement with the justice system.

Choosing the SROOne of the most important ingredients of a successful SRO

program is choosing the right officer. As Capt Kyle Sanders, SROSupervisor for the Red Bluff Police Department in CA puts it:"The importance of selecting the right person and the process fordoing so is one of the most critical components to ensuring thesuccess of the SRO program." The bottom line is that someonewho doesn’t like young people shouldn’t be chosen to be an SRO.

The question is, “How is the SRO chosen?” Since the SROworks for the law enforcement agency, how does that agency de-cide who is right for the job? But in addition, how are schoolpersonnel involved in that decision, since the officer will spend

"If schools and lawenforcement agencies donot make sure that SROsare well-chosen and well-trained, the presence ofan officer in school may

encourage a criminal justiceresponse to misconduct

better addressed byschool administrators."

30 SCHOOL SAFETY Spring l 2015

almost all of his or her time on the school campus? Also, isthere involvement of the larger community?

The interview process is central to choosing the right officer.Law enforcement agencies must assess the motivation and skillsof the SRO candidate to work in an educational setting. Schooladministrators are also often part of the interview process, help-ing to determine if there is a good fit between the officer andthe school. Even the broader community can have a role inchoosing the SRO. For example, in Cambridge, MA collaborativepartners from the community form the interview panel and askquestions of the officers who are volunteering for the positions.Lt. Leonard DiPietro, commander of the Youth Resource Offi-cers, explains how the community is involved: There is a generaljob posting detailing police department requirements of the posi-tion, but the questions relating to the individual officers’ thoughtsand means of accomplishment of the goals of the unit come fromthe school and community partners and not the police executivestaff. The community finds that having a school representative, aswell as a psychologist, on the panel is very effective. Also, therepresentative from the Human Services Department remindsthe officers that their role is multi-disciplinary and involves thebroader community. Given this broader view, the law enforce-ment agency calls the officers Youth Resource Officers becausetheir assignment is not only in the schools but to the communityas a whole.

Choosing the right officer means choosing the officer withthe right disposition for diversion. As one SRO in Utah put itduring a recent training: “I don’t want to arrest a student unless Ireally have to. I want to get that student help.” Especially in lightof recent events in the U.S. it is important that SROs who arechosen have respect for youth and families of all cultures.

Training the SROToday’s SRO must receive on-going training in many different

areas. In addition to standard training that all sworn law enforce-ment officers must receive, SROs need to be trained in managingcrises, including Incident Command System for Schools (part ofthe National Incident Management System). SROs should also re-ceive supplemental training in juvenile law, adolescent develop-ment, positive school discipline, mental health crisis intervention,working with local cultural diversity, implicit bias, and de-escala-tion techniques. All of these specialized trainings can help the of-ficers divert students from juvenile justice involvement.

PolicyPolicy is another powerful strategy that can

be used to enhance the diversion role of SROs.Schools and law enforcement agencies can de-velop stated policies that help lessen involve-ment of youth in the justice system. Two policyareas should be clear: One is around schooldiscipline; the other is a clear statement aboutthe diversion role of SROs.

Recent developments in the U.S., includingthe landmark School Discipline ConsensusReport produced by the Council of StateGovernments Justice Center, have reinforcedthat the SRO’s role is NOT to enforce schooldiscipline rules. The report says:

“Educators and school officials do not call onofficers to respond to students’ minor misbe-havior that can be appropriately addressedthrough the school’s disciplinary process, andthe officers use their discretion to minimize ar-rests for these offenses when possible.” (School-Police Partnerships, Policy Statement II.)

A simple training exercise shows how to put this policy inpractice. Ask someone to role play a teacher telling an SRO todemand that a student take off a ball cap because it is against therules. The officer can calmly explain to the teacher that he isthere to ensure safety and uphold civil law, and that it is the jobof school administrators to enforce school rules.

One example of policy language comes from the Charlotte-Mecklenburg, NC Memorandum of Understanding (MOU) thatoutlines one of the responsibilities: ”The SRO may not enforceor investigate violations of school rules or policies or become in-volved with matters that are strictly school discipline issues.”

An MOU template from the School Violence Resource Cen-ter put it plainly: “The SRO is not a school disciplinarian. TheSRO will not become involved in any form of school-adminis-tered punishment. If the staff believes a violation of the law hasoccurred they shall contact the SRO who will determinewhether law enforcement action is appropriate.”

Employing language in policy that supports diversion isanother measure. For example, the IntergovernmentalAgreement between the Denver, CO Public Schools and Po-lice Department not only clarifies that the SRO must differ-entiate between disciplinary issues and crime problems andrespond appropriately, the policy also states that: “SROsmust de-escalate school-based incidents whenever possible.SROs must understand that Denver Public Schools haveadopted a discipline policy that emphasizes the use ofrestorative approaches to address behaviors, and is designedto minimize the use of law enforcement intervention.” De-escalation and the use of restorative practices are strong ex-amples of the expectation that SROs divert students fromjustice involvement.

Bringing It All TogetherSchool-based law enforcement partnerships can employ

these four roles to help divert students from involvement withthe justice system—clarifying the roles of the SRO, choosingthe right officer, training for diversion, and using policy. If lawenforcement working in schools is going to divert studentsfrom involvement with the justice system, then the broadercommunity needs to help by providing the alternatives towhich students can be referred to hold them accountable andprovide needed supports.