By Nila Bala and Emily Mooney

Seventeen-year-old William Miller was simply trying to go to a morning dentist appointment, when two adults—a school resource officer and school discipline assistant—blocked off the exit and threatened him with suspension if his car proceeded further. William explained that his absence was excused and that he could provide a note supporting the legitimacy of the excuse upon his return. But the officer and assistant continued to block the exit and tell him that, unless he got a parent on the line, he would be considered truant if he left. At one point, body cam footage shows the teenager attempting to pull his car around the deputy’s golf cart, only for the police officer to say, “You’re going to get shot if you come another fucking foot close to me. You run into me, you’ll get fucking shot.” William does not proceed further, but the arguments between the 17-year-old and two adults continue for several minutes. Seemingly unbeknownst to them, William’s mother had already called the school earlier to inform them of his absence and grant her permission. Nevertheless, River Ridge High School later suspended William for multiple weeks and then expelled him due to the incident. The adults involved faced no admonishments or repercussions for their behavior. Incidents like these should cause all people to question the role and priorities of police who interact with children in school settings. After all, children are different from adults, and William’s behavior, although perhaps immature, is far from unexpected. Developmental research (and any parent’s anecdotal accounts) suggest youth, especially teenagers, are often highly-impulsive and risk-loving. Given these facts, responses to their misbehavior—William’s attempt to go around the golf cart in this instance—should be crafted with care and informed by youth development principles. However, accounts like this, along with others in Miami and Chicago, demonstrate that this is not always how police youth interactions are handled. And, even the most well-intentioned police officers may cause more harm than good by unnecessarily introducing youth to the justice system, interacting with youth in a manner that leads to a negative impression or by exacerbating racial and ethnic disparities in the system. Accordingly, this policy study seeks to provide an overview of the current state of policing within school settings. It will then focus on identifying conservative priorities for police to uphold in this context, acknowledging that schools and communities often ask police to do more than they are best equipped for or should do. And it will offer potential policy considerations for positive change.

R STREET POLICY STUDY NO. 196 March 2020

Washington, DC: R Street, 2020. 8p.

By Benjamin W. Fisher, Ethan M. Higgins, Aaron Kupchik, Samantha Viano , F. Chris Curran5 , Suzanne Overstreet, Bryant Plumlee , and Brandon Coffey.

Law enforcement officers (often called school resource officers or SROs) are an increasingly common feature in schools across the United States. Although SROs’ roles vary across school contexts, there has been little examination of why. One possible explanation is that SROs perceive threats differently in different school contexts and that the racial composition of schools may motivate these differences. To investigate this possibility, this study analyzes interviews with 73 SROs from two different school districts that encompass schools with a variety of racial compositions. Across both districts, SROs perceived three major categories of threats: student-based, intruder-based, and environment-based threats. However, the focus and perceived severity of the threats varied across districts such that SROs in the district with a larger proportion of White students were primarily concerned about external threats (i.e., intruder-based and environment-based) that might harm the students, whereas SROs in the district with a larger proportion of Black students were primarily concerned with students themselves as threats. We consider how these results relate to understandings of school security, inequality among students, racially disparate experiences with school policing, and school and policing policy

Social Problems, Vol. 69, No. 2, May 2022, 19p.