Citation

Rhodes T. Policing (Oxford) 2019; 13(4): 498-516.

Copyright

(Copyright © 2019, Oxford University Press)

DOI

10.1093/police/pax078

PMID

unavailable

Abstract

Officers assigned to schools are highly visible with many opportunities to communicate with citizens, though they are relatively isolated from other officers. School resource officers (SROs) are often expected to perform unconventional police roles, including counselling and teaching. Research is beginning to explore how SROs respond to different work settings and role expectations, which poses practical implications for how officers adapt and how they influence the lives of students, parents, and school staff. The present study first examined the work roles of SROs in a Midwestern region. Secondly, this study explored the relationships between SRO roles, individual characteristics, and school characteristics. SROs assigned to programmes in Nebraska, Kansas, Iowa, and Missouri were surveyed and a subset of 20 officers were interviewed and observed during their shifts.

FINDINGS showed SROs performed both conventional and non-conventional roles. Multivariate analyses revealed SROs in urban schools and high schools performed more conventional police tasks involving law enforcement and order maintenance, while SROs who supported community policing engaged in more service, mentoring, and teaching tasks. The results highlight areas to enhance community policing in schools, particularly through selection and training of SROs.

© The Author 2017. Published by Oxford University Press.

Language: en