Police in Schools is Not the Answer
The January 2013 policy brief issued by the NAACP Legal Defense Fund, Advancement Project, Dignity in Schools Campaign, and the Alliance for Education Justice gives us the following, well researched, case against more police in schools as an answer to the Newton shooting. The brief also provides more measured solutions to violence in our communities.
Gun control is in the conversation as an answer to the Sandy Hook shootings and others around the country. However, since the shooting was at a school in Newton, the focus is on school safety. The reactive response has been to propose armed officers in schools, increased law enforcement presence, deploying the National Guard and arming teachers. These proposals create “the appearance of safety rather than…actually creating truly safe schools”. New York City Mayor Bloomberg response to these proposals (correctly) asserts “You would be in a prison”.
Currently there is a movement around the country to “reduce the role of law enforcement in schools.” Increasing police and armed personnel in schools would reverse this trend.
The takeaway is:
In a post-Columbine world schools around the country saw increased law enforcement presence, security guards, zero-tolerance policies, metal detectors, and surveillance cameras. This led to an increased number of students arrested for minor offenses; not for weapons or activities that impact school safety which the measures were supposed to address. The measures furthered the perception that schools were becoming more violent.
“The distinction between school safety and school discipline has been blurred.” The brief notes the disproportionate minority, urban youth contact in spite of” the fact that Columbine shooting took place in a suburban and majority white community.” Although Colorado is taking steps to reverse this school to prison pipeline, the policies have created long lasting impacts which still exist.
Rather than repeat the failed measures implemented nationwide after the Columbine shootings, we must learn from them.
For example, this incident of school based law enforcement responding to age appropriate behavior or minor events which do not impact school safety or the safety of any individuals:
“In May 2012, an honors student in Houston, Texas was forced to spend a night in jail when she missed class to go to work to support her family.”
This one example of many alludes to the systemic problem of student referrals directly to the juvenile justice system. Students of color are disproportionately burdened; incidents that receive little to no response in white communities result in “severe consequences in communities of color.” Referrals to the juvenile justice system is significant in that “...a first-time arrest doubles the odds that a student will drop out of high school and a first-time court appearance quadruples the odds.”
Increased police presence in schools creates a hostile environment, impacts the ability of educators to build trust relationships that advance learning. Ethnographic and qualitative data show that students “feel like criminals”, distrust authority and fellow students. Violence in schools is increased. Students are disenfranchised and the creative, collaborative environment necessary for learning is defeated. There is a disconnect between measures for school safety adopted by law enforcement and security and school discipline grounded in developmentally appropriate approaches by school administers.
The policy brief concludes with measures to ensure real school and community safety rather than just the appearance of safe schools. Actions, education, and programs that create connections, positive school climate, and communication are the proven methods to foster safe environments. Conflict resolutions programs and restorative justice processes create a climate and culture of of inclusiveness, community solutions to harm, and the ability of youth to create trusting relationships with adults. Restorative practices have been proven to decrease violence. And finally, redirecting federal funding from “Secure our Schools” grants to programs and training that promote strong, connected, trusting communities.
Photo credit: http://blogs.browardpalmbeach.com/pulp/2013/01/palm_beach_mayors_call_for_met.php
Juvenile justice advocate and educator currently managing a program in youth corrections for enrichment in the arts, life skills training, and transitions services for young men 16-24 years old for successful reintegration into community. Advocating for justice issues, including incorporating Restorative Justice Principles into our current system of crime and punishment, ending the school to prison pipeline, and addressing mandatory minimum sentences. Working to break down stereotype and stigma of juveniles with adult felonies returning to society. M.S.Ed Leadership in Ecology, Culture, and Learning with 20 years of experience in formal and informal education, services and advocacy for at-risk youth, victims of domestic violence and refugee resettlement. Writing from the multiple perspectives of environmental health educator, restorative justice practice, and former law enforcement officer. Trying to live as wide as she does long...
We are a Columbine family (two children in school that day, one critically injured, the other trapped in the science wing for over four hours and evacuated safely). We are a Platte Canyon High School family (two children graduated there prior to the tragedy that took the life of Emily Keyes). We promote a multi-faceted emergency management approach to the issue of school safety. Increased police presence may not, in fact, be THE answer, but the School Resource Officer Program certainly has merit as one aspect of a full spectrum emergency management program in schools in our opinion. If we, as a society, continue to promote the distrust and paranoia between students and law enforcement alluded to in this study, not only do we miss a wonderful opportunity for communities to come together and work together to enhance safer schools, but we also fail ourselves and our children. SROs are so much more than “security” in schools. Law enforcement must be included in any planning activities for safer schools anyway. Why not explore the potential benefits of the SRO Program at the same time? TEACH PEACE!
I very much agree with you; we must address school security as part of a comprehensive approach. In Oregon we have some School Resource Officers (SRO) using Restorative Justice processes in their contact with student discipline. This is the kind of the joint, effective approach that both utilizes the SRO appropriately and furthers the trust and relationship building in the school and community to enhance the learning environment. The heavy handed approach of ONLY using the law enforcement option, as you eloquently and from experience point out, only furthers paranoia and distrust and does not teach Peace. Thank you for your insight in this conversation.