In the mid- to late-twentieth century, U.S. public schools began to employ a growing number of school resource officers (SROs)–law enforcement officials working within school settings. In 1975, only 1% of schools reported having police officers on duty, by 2018, approximately 58% of schools had at least one sworn law enforcement official present on school grounds during the school week (Connery 2020). In response to school shootings in the 1990s, both state and federal legislation expanded the use of SROs. And, since 1998, the federal government has invested over $1 billion to increase police presence in schools and over $14 billion to advance community policing, which can include law enforcement personnel in schools (Connery 2020).
Specifically in the state of Massachusetts, after the 2012 tragedy that unfolded at the Sandy Hook Elementary School shooting in Newtown, CT, the state passed the Gun Violence Reduction Act that mandates all school districts have at least one SRO assigned per district. These assignments are made by police chiefs with input from school superintendents (Citizens for Juvenile Justice and Strategies for Youth 2020).
The use of SROs in schools has met with some controversy. Questions regarding the efficacy of police in schools in reducing crime as well as concerns about disproportionate minority punishment by SROs have emerged in criminological literature (Gottfredson et al. 2020). A recent report on SROs in Massachusetts public schools by Citizens for Juvenile Justice and Strategies for Youth: Connecting Cops & Kids found:
● Police misuse and abuse of power against students is a problem in Massachusetts, as it is
elsewhere in the country;
● There is no compelling evidence that police make schools safer;
● Police presence in schools increases arrests for low-level offending;
● Black and Brown students, and students with disabilities, are disproportionately targeted
for arrest;
● The presence of, and interactions with, police can hinder student achievement and harms
their mental health;
● The placement of police in schools can have a detrimental effect on overall school
climate (Fail: School Policing in MA).
The School Resource Officer Certificate Program will address these crucial issues and promote critical thinking about the roles that SROs should play in school settings and the best approaches to take in these roles. The National Association of School Resource Officers (NASRO) was founded on the “triad” concept of school-based policing: “The triad concept divides the School Resource Officer’s (SRO’s) responsibilities into three areas: Educator, Informal Counselor, and Law Enforcement Officer.” The School of Education and Social Policy is uniquely situated to deliver this certificate program. We offer master’s level courses in criminology and criminal justice, social work, community engagement, school counseling and education. Our programs prepare students to engage with communities by linking theory, research and practice. With a focus on ethics and professionalism, we mentor students to be reflective and engaged educators, practitioners and advocates for the common good.
The School Resource Officer Graduate Certificate Program will examine the presence of law enforcement in American kindergarten through twelfth grade (K-12) schools. Students will study the history, structure, training and function of law enforcement personnel in schools. They will critically analyze challenges for and criticisms of SROs and the growth of their presence in school settings. Topics covered in the certificate curriculum include theories of adolescent development; youth mental health and wellness, trauma, and disability; methods of conflict resolution, the use of force and de-escalation; net widening and the school-to-prison pipeline; race, ethnicity, and gender inequities in police responses in school settings, as well as teaching and mentorship of youth. Best practices for SRO interactions with school personnel, students, families, and communities will be studied with particular attention given to the stages of adolescent development.
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