Supporting police community support officers to become effective school link officers: key stakeholder perceptions of a pilot professional development programme

Abstract

This article presents the findings of a pilot professional development programme designed to support police community support officers (PCSOs) to become effective school link officers (SLOs) within urban secondary schools in the English West Midlands. Findings are presented via perceptions of key stakeholders: SLOs themselves; school-based mentors supporting the work of SLOs; and the West Midlands Police officer coordinating aspects of the project. The agreed professional development model comprised a two-day induction programme; school-based mentoring and coaching; and SLOs’ reflections via a small-scale action research project. Findings reveal the complexities of community policing in contemporary urban secondary school contexts and the challenges of enhancing the professional status of the SLO. Although PCSOs have been working as SLOs for several years, preparation for this role has been inadequate and the issue has generally been overlooked in the literature. The pivotal role of effective school-based mentorship, opportunities for reflection and gaining national professional recognition via the action research project emerge as particularly positive features of the professional development model. With the ultimate aim of safeguarding young people, recommendations are also made to further develop the model to enhance SLOs’ professional learning and effectiveness and to maximise inter-professional working.

Keywords:

• induction
• professional development
• mentoring and coaching
• school link officers
• Teaching and Learning Academy

Acknowledgements

The authors would like to thank the PCSOs, school-based mentors and the WMP coordinating officer who participated in this research. The WMP coordinating officer was awarded the prestigious British Association of Women in Policing’s Officer of the Year for her part in the programme.