The purpose of this basic qualitative study was to examine the perceptions of school leaders, school division leaders, and non-SRO model employees regarding the transition from a school safety model with School Resource Officers (SROs) to a model with non-SRO (NSRO) employees in one urban school division in Virginia. The researcher sought to answer one research question: What are school leaders' and non-School Resource Officer employees' perceptions of the transition from a school safety model with School Resource Officers to a model with non-SRO employees? The researcher used interviews, an NSRO observation, and the content analysis of school division documents to learn about the school leaders', school division leaders', and NSRO employees' perceptions of the transition to the new school safety model. The study sample included two school leaders, six school division leaders, and three NSRO employees of the school division. The six findings from the study revealed: (a) challenges related to the process of the transition to the new school safety model, (b) challenges with communication and response time with emergency services, (c) the roles of NSROs are inconsistent, (d) similarities between SROs and NSROs, (e) school and school division leaders reported common contributing factors of the transition to the new school safety model, and (f) school leaders indicated concerns regarding a lack of SROs, whereas most school division leaders did not report being concerned about a lack of SROs. This study also proposed implications for school divisions and schools that may consider changing their school safety model. / Doctor of Education / The purpose of this qualitative study was to examine the perceptions of principals, school division central office employees, the school division superintendent, and non-School Resource Officer (NSRO) employees regarding the transition from a school safety model that had School Resource Officers (SRO) to a new school safety model with NSROs. The researcher interviewed two principals, five central office employees, the school division superintendent, and three NSRO employees to answer the study's research question: What are school leaders' and non-School Resource Officer employees' perceptions of the transition from a school safety model with School Resource Officers to a model with non-SRO employees? The researcher also observed one NSRO and reviewed publicly available documents related to the school division's transition to the new school safety model. This study had six findings: (a) challenges with the process of the transition to the new school safety model, (b) challenges with communication and response time with the police and fire departments, (c) inconsistency with the roles of NSROs, (d) similarities between SROs and NSROs, (e) common reports of contributing factors of the transition to the new school safety model between school and school division leaders, and (f) school leaders reported concerns regarding a lack of SROs, but most school division leaders did not report being concerned about a lack of SROs. This study also included implications for school divisions and schools that may consider changing their school safety model.

The purpose of this qualitative study is to identify the perceptions of Tennessee’s high school principals and school resource officers as to their roles and responsibilities during a school security crisis. Four thematic elements are discussed as existing among principals and school resource officers. Those thematic elements include relationships, school environment, roles, and obstacles between both groups. Previous research has examined an array of school security issues, but few have delved into this specific topic. Such knowledge is essential for the citizenry to maximize efforts of protecting students attending public schools.

The school-to-prison pipeline is an expansive issue that impacts the educational and criminal justice systems in the United States. Traditionally, the research has linked the prevalence of the pipeline to factors based within school systems. These systemic factors include the use of zero tolerance policies, exclusionary disciplinary practices, and the presence of school resource officers. The proposed study aims to assess the impact of factors that perpetuate the school-to-prison pipeline that are non-systemic in nature. For the purposes of this study, the non-systemic contributors to the school-to-prison pipeline to be assessed are parental socialization, child self-control, learned noncompliance, child resilience, child problem behaviors, and child deviance. Scales for each non-systemic contributor were created and complied into a survey instrument. The study utilized an exploratory, quantitative methodology and non-experimental research using a survey approach in a cross-sectional design to assess the perceptions of non-systemic contributors of the school-to-prison pipeline among mental health professionals who service youth at risk for justice system involvement. A sample of 71 mental health professionals participated in the study. Results indicated that resilience predicted behavior problems in schools above and beyond any other non-systemic contributor. This finding produced wide-ranging implications for the manner in which children are socialized at home and disciplined at school.

No description available.

Upon assuming the presidency of the Republic of Korea in 2013, Park Geun-hye announced her administration’s priority to address the country’s “Four Social Evils”—sexual violence, domestic violence, school bullying, and unsafe food products. As part of this initiative, the ROK national government urged police officers to implement anti-bullying campaigns and curb school violence. This study examined the effects of Stand By Me: Bullying Prevention and Bystander Empowerment, an anti-bullying presentation conducted by a ROK police officer for an audience of South Korean high school students in spring 2016. The study employed a nonequivalent groups design with a designated treatment group and comparison group, but was limited to a posttest survey only. The focus of the study was whether a police-administered bullying prevention presentation had an effect on Korean high school students’ attitudes toward bullying and their willingness to intervene to stop bullying, and was examined using independent-samples t tests and Mann-Whitney U tests. The relationship between moral approval of bullying and bystander intervention willingness was also examined, as well as the relationships between other key variables and bystander intervention willingness. These relationships were examined via regression analysis. The study yielded statistically significant findings indicating that students who were administered the Stand By Me presentation were less likely to support bullying and more likely to be willing to intervene in bullying incidents compared to students who did not participate in the presentation. Moral approval of bullying had only a minor impact on bystander intervention willingness, whereas perceived peer support, self-esteem, and informal social control had a greater influence on students’ inclination to intervene. Due to the limited scope of this project, it is recommended that future studies and evaluations conducted on Stand By Me and other anti-bullying programs in South Korea utilize more rigorous research designs that incorporate pretesting and random assignment. Nevertheless, given the paucity of empirical research on police anti-bullying initiatives in the ROK, one of the overarching goals of this study is to encourage further dialogue on preventing bullying, one of the endemic ‘social evils’ plaguing today’s youth, in South Korea and around the world, and the appropriate role of law enforcement in this arena.

This was a quantitative study designed to determine the role orientation and role behavior of school resource officers in public secondary schools in a metropolitan area of central Texas. The perception of role orientation and role behavior was assessed by two relevant groups: secondary school principals and school resource officers. Each group's perception of role orientation and role behavior was compared to determine if role conflict was an inhibiting factor in the job performance of the recently created school resource officer position. This instrument relied heavily on the work of James Telb who conducted a 1982 study involving the role perceptions of public safety officers in public institutions of higher learning as viewed by senior patrol officers and campus judicial officers. A questionnaire was distributed to both groups to assess perceptions of role orientation of school resource officers as either service oriented or law enforcement oriented. A statistically significant difference in role orientation was identified between groups on two factors: maintenance of traditional police values and police discretionary powers and handling of behavioral scenarios.

The study examined the perception of school resource officers (SROs) role in a school setting, the training they received prior to working in a school setting, their interaction with students, and their relationship with school administration, staff, and school social workers. Previous studies discussed SROs’ roles to be ambiguous and their primary focus of a school resource officer to maintain school safety, while other studies discussed the criminalization in schools due to the placement of law enforcement in the school settings. The study employed a qualitative design with face-to-face interviews with seven participants who serve or have served as a SRO's in a public school, grades kindergarten through twelfth grade. The study found that SROs knew their roles very well and did not feel their role was ambiguous. The study also revealed that and that school administrators might cause issues if they did not fully understand the role and limitations of the SRO’s. Another finding of the study was that SRO’s roles do not collide with school social workers (SSWs). Based on the findings of the study, we recommend that school administrators and staff work on understanding the role of SROs to better work with the students they serve. The study findings also encourage SROs, SSWs and school administrators to work collaboratively to better serve students on campus effectively and work with better understanding each disciplines knowledge.

<p dir="ltr">This qualitative study explored essential characteristics attributed to highly effective School Resource Officers (SROs) as perceived by experienced Indiana high school principals. Through semi-structured interviews with five high school principals from Indiana, the study sought to identify key responsibilities, outcomes, proactive activities, and other characteristics high school principals perceive as distinguishing characteristics of high-performing and highly effective SROs. In this comprehensive study, the findings are robust and eye-opening. They underscore the indispensable role of SROs in fostering genuine connections within the school community. Through proactive engagement, highly effective SROs establish meaningful relationships with students and staff, reinforcing a sense of trust and security. Moreover, their adept understanding of school dynamics, coupled with effective communication skills, enables them to navigate complex situations with finesse. Most notably, these officers demonstrate a keen ability to address safety concerns head-on, employing strategic problem-solving tactics to uphold a secure learning environment. Data suggests that highly effective SROs are indispensable partners in promoting school safety, fostering positive relationships, and cultivating proactive approaches to addressing safety concerns. Beyond their law enforcement duties, SROs serve as valuable partners in building positive school climates. The study's findings are intended to give significant insights into the field of educational leadership, including recommendations on the recruitment, training, and assignment of SROs to improve their efficacy in promoting safe and supportive learning environments in Indiana high schools.</p>