Literature Review
4
The Reduction and Prevention of Violent Crime In Schools with Resource Officer
By: Lakesha Means
The safety and atmosphere for students to feel safe and to learn is of the upmost importance of parents, school administrators, and teachers. Crime in our public schools is a major problem and the fear of school violence has parents, educators, legislators, and community members excited about the reduction and prevention methods in schools since the creation of School Resource Officers (SROs). Since the creation of the SROs, there has been a significant reduction of crime in schools grade K-12. This reduction comes from the high visibility and constant contact of uniformed police officers with school administrators, teachers, and students (Johnson, 1999; Lamont, Macleod, & Wilkin, 2011; Na & Gottfredson, 2013). In the present literature review, the role that the School Resource Officer (SRO) plays is the most important component of the reduction of school related violent crimes. It is hypothesized that using uniformed police officers in schools reduces violent crimes and improves relationships between students and law enforcement, than those schools that do not have school resource officers. This litature review attempts to demonstrate and support the hypothesis.
The idea of uniformed police officers in schools, who are now called School Resources Officers (SROs), was first implemented in the 1950’s in Flint, Michigan, as part of the implementation of community policing (Na & Gottfredson, 2013). It was not until the mid-1990s where SROs were nationally recognized due to new laws that were created. Some of these laws were the Safe Schools Act of 1994, Omnibus Crime Control, and Safe Streets Safe Schools Act of 1968. The U.S. Department of Justice grant “COPS,” increased the use SROs dramatically in schools since 1999 in the reaction of the tragic Columbine High School shooting on April 20, 1999 (Addington, 2009). The Columbine High School shooting, caused a national reaction to increased school security as well as the September 11 (9/11) terrorist attack. The Columbine shooting and the 9/11 attack were the two nationally publicized events that generated fear across the nation, especially in our school systems. Police in schools have three roles that they play in schools. The first role of SRO’s is to “enforce safety of students by attacking crime and to enforce discipline and positive behavior in schools by using restorative justice methods” (Lamont, Macleod, & Wilkin, 2011). Secondly, SRO’s in schools are to “support improvements in students’ knowledge and quality of life by curriculum activities, extracurricular activities, school assemblies, and pastoral support” (Lamont, Macleod, & Wilkin, 2011). In addition, the role of a SRO works as a go between from schools and law enforcement by sharing information with other agencies and to follow policies (Lamont, Macleod, & Wilkin, 2011). The program goal of SRO’s in schools is to promote an image that schools are being protected and they are safe. The mere presence of police officers in schools should be a deterrent of crime, violent behaviors that students may be engaged in