In the wake of widespread protests against police brutality following George Floyd’s tragic death, cities across the U.S. have begun to reassess their relationships with police, particularly in schools. Recent decisions by the Minneapolis School Board and Portland Public Schools to remove school resource officers (SROs) highlight a growing movement to rethink policing in educational environments.
The Minneapolis School Board unanimously voted to sever ties with the Minneapolis Police Department, while shortly thereafter, Portland Public Schools made a similar decision to eliminate police presence in its district. These developments were celebrated by advocates who have long argued against the presence of law enforcement in schools, while critics contend that police are essential for safety.
However, evidence does not support the notion that SROs contribute to school safety. Marc Schindler, director of the Justice Policy Institute, noted in a 2018 NPR interview that the data indicates an increase in resources devoted to law enforcement does not yield the desired outcomes in school safety. The trend of placing police in schools started in the 1990s, particularly after the Columbine tragedy, resulting in nearly 20,000 SROs patrolling U.S. schools. Yet, a 2013 report from the Congressional Research Service revealed that research does not demonstrate a clear deterrent effect on mass shootings due to their presence.
In fact, during the Parkland shooting in 2018, an SRO was present but unable to prevent the tragedy. What’s more alarming is the disproportionate impact of SROs on students of color. Schindler pointed out that schools with police presence often see higher rates of suspensions, expulsions, and arrests, which feeds into the school-to-prison pipeline, particularly affecting Black students.
For instance, consider the case of a six-year-old girl in Florida who was arrested for throwing a tantrum at school. Instead of receiving the support she needed, she was criminalized at a young age. Research indicates that punitive measures such as suspensions can hinder academic growth, with Dr. Edward M. Morris noting that each suspension can decrease a student’s achievement by as much as nine points.
On the contrary, schools that prioritize mental health services see improved attendance and graduation rates. According to a report from the American Council on Education, these programs can identify at-risk students and prevent issues before they escalate—something law enforcement is not designed to do. Alarmingly, the ACLU found that 1.7 million students are in schools with police but lack counselors, and 3 million students are without nurses, underscoring a critical gap in support services.
By removing SROs, the Minneapolis School Board freed up $1 million to invest in mental health services. Similarly, Portland’s decision will redirect funds to community-driven initiatives. This strategic shift demonstrates a commitment to addressing the root causes of issues rather than merely reacting to them with law enforcement.
To conclude, the evidence clearly shows that school resource officers do not enhance safety and often have detrimental effects on students, especially those from marginalized backgrounds. Investing in mental health and support services fosters a healthier school environment. Other schools should consider following the example set by Minneapolis and Portland, prioritizing real safety over the illusion of safety.
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