Teacher Perceptions of School Resource Officers and Associations with School Safety

References

• American Psychological Association Task Force on Violence Directed Against Teachers. (2011). Understanding and preventing violence directed against teachers. http://www.apa.org/ed/schools/cpse/activities/classroom-violence.pdf
   Google Scholar
• Balingit, M., Strauss, M., & Bellware, K. (2020) Fueled by protests, school districts across the country cut ties with police. The Washington Post. Nash Holdings LLC. https://www.washingtonpost.com/education/2020/06/12/schools-police-george-floyd-protests/
   Google Scholar
• Berg, J., & Cornell, D. (2016). Middle school aggression toward teachers, authoritative school climate, and teacher distress. School Psychology Quarterly, 31(1), 122–139. https://doi.org/10.1037/spq0000132
   PubMed Web of Science ®Google Scholar
• Brown, B. (2006). Controlling crime and delinquency in the schools: An exploratory study of student perceptions of school security measures. Journal of School Violence, 4(4), 105–125. https://doi.org/10.1300/J202v04n04_07
   Google Scholar
• Carver-Thomas, D., & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27(1), 36. https://doi.org/10.14507/epaa.27.3699
   Google Scholar
• Chestnut, N. T. (2016). U.S. teachers’ perceptions of school violence prevention programs [Doctoral dissertation, Waldon University]. Walden Dissertations and Doctoral Studies Collection. https://scholarworks.waldenu.edu/dissertations/2527/
   Google Scholar
• Chrusciel, M. M., Wolfe, S., Hansen, J. A., Rojek, J. J., & Kaminski, R. (2015). Law enforcement executive and principal perspectives on school safety measures: School resource officers and armed school employees. Policing: An International Journal, 38(1), 24–39. https://doi.org/10.1108/PIJPSM-11-2014-0115
   Web of Science ®Google Scholar
• Cornell, D., Maeng, J., Huang, F., Edwards, K., Crichlow–Ball, C., Crowley, B., Ruffa, B., & Stohlman, S. (2020). Technical report of the Virginia secondary school climate survey: 2020 results for 9th–12th grade students and school staff. School of Education and Human Development, University of Virginia.
   Google Scholar
• Cornell, D., Maeng, J., Huang, F., Jia, Y., Edwards, K., Crowley, B., Stohlman, S., Crichlow–Ball, C., Burnette, A. G., & Konold, T. (2019). Technical report of the Virginia secondary school climate survey: 2019 results for 6th-8th. In grade students and school staff. School of Education and Human Development, University of Virginia. https://education.virginia.edu/sites/default/files/images/YVP/2019%20Middle%20School%20Climate%20Survey%20Technical%20Report%207.16.19%20with%20corrected%20link.pdf
   Google Scholar
• Crawford, C., & Burns, R. (2016). Reducing school violence: Considering school characteristics and the impacts of law enforcement, school security, and environmental factors. Policing: An International Journal, 39(3), 455–477. https://doi.org/10.1108/PIJPSM-05-2016-0061
   Web of Science ®Google Scholar
• Crichlow-Ball, C., Cornell, D. G., & Huang, F. (2022). Student perceptions of school resource officers and threat reporting. Journal of School Violence, 21(2), 222–236. https://doi.org/10.1080/15388220.2022.2054423
   Web of Science ®Google Scholar
• Department of Criminal Justice Services [DCJS]. (2019). The 2018 Virginia school and division safety survey results. https://www.dcjs.virginia.gov/virginia-center-school-and-campus-safety/virginia-school-safety-audit-program
   Google Scholar
• Diliberti, M., Jackson, M., Correa, S., & Padgett, Z. (2019). Crime, violence, discipline, and safety in U.S. public schools: Findings from the school survey on crime and safety: 2017-18 (NCES 2019-061). U.S. Department of Education; National Center for Education Statistics.
   Google Scholar
• Espelage, D., Anderman, E. M., Brown, V. E., Jones, A., Lane, K. L., McMahon, S. D., & Reynolds, C. R. (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 68(2), 75–87. https://doi.org/10.1037/a0031307
   PubMed Web of Science ®Google Scholar
• Fisher, B. W., & Hennessy, E. A. (2016). School resource officers and exclusionary discipline in U.S. high schools: A systematic review and meta-analysis. Adolescent Research Review, 1(3), 217–233. https://doi.org/10.1007/s40894-015-0006-8
   Web of Science ®Google Scholar
• Friedson, M., & Sharkey, P. (2015). Violence and neighborhood disadvantage after the crime decline. The Annals of the American Academy of Political and Social Science, 660(1), 341–358. https://doi.org/10.1177/0002716215579825
   Web of Science ®Google Scholar
• Gonsoulin, S., Zablocki, M., & Leone, P. E. (2012). Safe schools, staff development, and the school-to-prison pipeline. Teacher Education and Special Education, 35(4), 309–319. https://doi.org/10.1177/0888406412453470/
   Google Scholar
• Gottfredson, D. C., Crosse, S., Tang, Z., Bauer, E. L., Harmon, M. A., Hagen, C. A., & Greene, A. D. (2020). Effects of school resource officers on school crime and responses to school crime. Criminology & Public Policy, 19(3), 905–940. https://doi.org/10.1111/1745-9133.12512
   Web of Science ®Google Scholar
• Homer, E. M., & Fisher, B. W. (2020). Police in schools and student arrest rates across the United States: Examining differences by race, ethnicity, and gender. Journal of School Violence, 19(2), 192–204. https://doi.org/10.1080/15388220.2019.1604377
   Web of Science ®Google Scholar
• Huang, F. (2018). Multilevel modeling myths. School Psychology Quarterly, 33(3), 492–499. https://doi.org/10.1037/spq0000272
   PubMed Web of Science ®Google Scholar
• Huang, F., Cornell, D., Konold, T., Meyer, P., Lacey, A., Nekvasil, E., Heilbrun, A., & Shukla, K. (2015). Multilevel factor structure and concurrent validity of the teacher version of the authoritative school climate survey. Journal of School Health, 85(12), 843–851. https://doi.org/10.1111/josh.12340
   PubMed Web of Science ®Google Scholar
• Huang, F. L., Eddy, C. L., & Camp, E. (2020). The role of the perceptions of school climate and teacher victimization by students. Journal of Interpersonal Violence, 35(23–24), 5526–5551. https://doi.org/10.1177/0886260517721898
   PubMed Web of Science ®Google Scholar
• Ingersoll, R. M. (2012). The teacher shortage: A case of wrong diagnosis and wrong prescription. NASSP Bulletin, 86(631), 16–31. https://doi.org/10.1177/019263650208663103
   Google Scholar
• Jones, C. M., Clayton, H. B., Deputy, N. P., Roehler, D. R., Ko, J. Y., Esser, M. B., Brookmeyer, K. A., & Hertz, M. F. (2020). Prescription opioid misuse and use of alcohol and other substances among high school students — youth risk behavior survey. MMWR, 69(1), 38–46. https://doi.org/10.15585/mmwr.su6901a5
   Web of Science ®Google Scholar
• Khoury-Khassabri, M., Astor, R. A., & Benbenishty, R. (2009). Middle Eastern adolescents’ perpetration of school violence against peers and teachers: A cross-cultural and ecological analysis. Journal of Interpersonal Violence, 24, 159–182.
   PubMed Web of Science ®Google Scholar
• Lacoe, J. R. (2015). Unequally safe: The race gap in school safety. Youth Violence and Juvenile Justice, 13(2), 143–168. https://doi.org/10.1177/1541204014532659
   Web of Science ®Google Scholar
• Lawson, G., Welfare, L., Hori, K., Bowers, A., Edwards, C., Bluestein, T., Rowley, P., & Asadi, G. (2021). An investigation of school resource and safety programs policy and practice in Virginia. Office of Justice Programs’ National Criminal Justice Reference Service. https://nij.ojp.gov/library/publications/investigation-school-resource-and-safety-programs-policy-and-practice-virginia
   Google Scholar
• Losen, D., & Martinez, P. (2020). Lost opportunities: How disparate school discipline continues to drive differences in the opportunity to learn. Learning Policy Institute; Center for Civil Rights Remedies at the Civil Rights Project, UCLA.
   Google Scholar
• May, D. C., Fessel, S. D., & Means, S. (2004). Predictors of principals’ perceptions of school resource officer effectiveness in Kentucky. American Journal of Criminal Justice, 29(1), 75–93. https://doi.org/10.1007/BF02885705
   Google Scholar
• McMahon, S. D., Cafaro, C. L., Bare, K., Zinter, K. E., Murillo, Y. G., Lynch, G., Anderman, E. M., Espelage, D. L., Reddy, L. A., & Subotnik, R. (2022). Rates and types of student aggression against teachers: A comparative analysis of U.S. elementary, middle, and high schools. Social Psychology of Education, 25(4), 767–792. https://doi.org/10.1007/s11218-022-09706-6
   Web of Science ®Google Scholar
• McMahon, S. D., Martinez, A., Espelage, D., Rose, C., Reddy, L., Lane, K., Anderman, E. M., Reynolds, C. R., Jones, A., & Brown, V. (2014). Violence directed against teachers: Results from a national survey. Psychology in the Schools, 51(7), 753–766. https://doi.org/10.1002/pits.21777
   Web of Science ®Google Scholar
• McMahon, S. D., Reaves, S., McConnell, E. A., Peist, E., & Ruiz, L. (2017). The ecology of teachers’ experiences with violence and lack of administrative support. American Journal of Community Psychology, 60(3–4), 502–515. https://doi.org/10.1002/ajcp.12202
   PubMed Web of Science ®Google Scholar
• Moon, B., & McCluskey, J. (2020). An exploratory study of violence and aggression against teachers in middle and high schools: Prevalence, predictors, and negative consequences. Journal of School Violence, 19(2), 122–137. https://doi.org/10.1080/15388220.2018.1540010
   Web of Science ®Google Scholar
• Na, C., & Gottfredson, D. C. (2013). Police officers in schools: Effects on school crime and the processing of offending behaviors. Justice Quarterly, 30(4), 619–650. https://doi.org/10.1080/07418825.2011.615754
   Web of Science ®Google Scholar
• Nakamoto, J., Cerna, R., & Stern, A. (2019). High school students’ perceptions of police vary by student race and ethnicity: Findings from an analysis of the California healthy kids survey, 2017/18. WestEd.
   Google Scholar
• National Association of School Psychologists. (2020, August). National organizations call for rigorous training and appropriate use of school resource officers. https://www.nasponline.org/about-school-psychology/media-room/press-releases/national-organizations-call-for-rigorous-training-and-appropriate-use-of-school-resource-officers
   Google Scholar
• National Association of School Resource Officers. (2012). To protect and educate: The school resource officer and the prevention of violence in schools. https://www.nasro.org/clientuploads/About-Mission/NASRO-To-Protect-and-Educate-nosecurity.pdf
   Google Scholar
• Neiman, S., & DeVoe, J. F. (2009). Crime, violence, discipline and safety in U.S. Public schools. Findings from the school survey on crime and safety 2007-08 (NCES 2009-329). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
   Google Scholar
• Pentek, C., & Eisenberg, M. A. (2018). School resource officers, safety, and discipline: Perceptions and experiences across racial/ethnic groups in Minnesota secondary schools. Children and Youth Services Review, 88, 141–148. https://doi.org/10.1016/j.childyouth.2018.03.008
   Web of Science ®Google Scholar
• Petrosino, A., Fronius, T., & Taylor, D. (2020). Research in brief: School-based law enforcement. U.S. Department of Education, Institute of Education Sciences. https://www.wested.org/resources/research-in-brief-school-based-law-enforcement/
   Google Scholar
• Reddy, L. A., Espelage, D. L., Anderman, E. M., Kanrick, J. B., & McMahon, S. D. (2018). Addressing violence against educators through measurement and research. Aggression and Violent Behavior, 42, 9–28. https://doi.org/10.1016/j.avb.2018.06.006
   Web of Science ®Google Scholar
• Roberts, S. D., Wilcox, P., May, D. C., & Clayton, R. R. (2008). My school or our school? Journal of School Violence, 6(4), 33–55. https://doi.org/10.1300/J202v06n04_03
   Google Scholar
• Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. https://doi.org/10.3102/0002831212463813
   Web of Science ®Google Scholar
• Schuetz, J. K. (2019). How teachers’ perceptions of school violence are shaped by the presence of a school resource officer. ( Publication Number 22588275) [Doctoral dissertation, Edgewood College]. Proquest Dissertations and Theses Global.
   Google Scholar
• Sorensen, L., Shen, Y., & Bushway, S. D. (2021). Making schools safer and/or escalating disciplinary response: A study of police officers in North Carolina schools. Educational Evaluation and Policy Analysis, 43(3), 495–519. https://doi.org/10.2139/ssrn.3577645
   Web of Science ®Google Scholar
• Steinberg, M. P., Allensworth, E., & Johnson, D. W. (2013). What conditions jeopardize and support safety in urban schools? The influence of community characteristics, school composition and school organizational practices on student and teacher reports of safety in Chicago. UCLA: The Civil Rights Project/Proyecto Derechos Civiles. https://escholarship.org/uc/item/2mx8c60x
   Google Scholar
• Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Learning Policy Institute. https://learningpolicyinstitute.org/product/coming-crisis-teaching
   Google Scholar
• Theriot, M. T. (2016). The impact of school resource officer interaction on students’ feelings about school and school police. Crime and Delinquency, 62(4), 446–469. https://doi.org/10.1177/0011128713503526
   Web of Science ®Google Scholar
• Thibodeaux, J. (2013). Student perceptions of safety in perceived similar and nonsimilar race high schools. Journal of School Violence, 12(4), 378–394. https://doi.org/10.1080/15388220.2013.820661
   Google Scholar
• Wei, C., Gerberich, S. G., Alexander, B. H., Ryan, A. D., Nachreiner, N. M., & Mongin, S. J. (2013). Work-related violence against educators in Minnesota: Rates and risks based on hours exposed. Journal of Safety Research, 44, 73–85. https://doi.org/10.1016/j.jsr.2012.12.005
   PubMed Web of Science ®Google Scholar
• Whitaker, A., Torres-Guillén, S., Morton, M., Jordan, H., Coyle, S., Mann, A., & Sun, W. (2019). Cops not counselors: How the lack of school mental health professionals is harming children. A report and blog post on high ratios of students to school psychologists for the American Civil Liberties Union (ACLU). https://www.aclu.org/report/cops-and-no-counselors
   Google Scholar
• Will, M. (2018). When students assault teachers, effects can be lasting. Education Week. Editorial Projects in Education. https://www.edweek.org/ew/articles/2018/02/06/when-students-assault-teachers-effects-can-be.html?cmp=eml-enl-eu-news1-rm&M=58371824&U=764567
   Google Scholar
• Yang, Y., Qin, L., & Ning, L. (2021). School violence and teacher professional engagement: A cross-national study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.628809
   Google Scholar