By Roger Jarjoura; Christina LiCalsi; Melissa Yisak; Lauren Stargel; Amelia Auchstetter

The current study presents implementation and impact findings of a cluster randomized control trial examining a school-wide restorative practices model called Circle Forward. Overall, the study team found implementation of Circle Forward generally was happening as intended in the intervention schools. The Tier 1 training occurred as planned and the circles that staff were implementing in schools fit the CF model both in terms of format and expected behavior. The one implementation area that was lower than expected were staff attendance rates at the Tier 1 training. Previous research has indicated that multi-tiered professional development is important for implementation of restorative practices, including initial Tier 1 training that is school-wide and covers basic restorative principles to build knowledge and buy in. Each intervention school had a dedicated group of RLT members who implemented circles, planned professional development about circles, provided ongoing support for implementation, and helped encourage staff to use circles in their classrooms. With support from RLT staff as well as knowledge gained from the Tier 1 training, staff could create avenues for students to share their thoughts. Often, school staff implemented advisory circles with their students, which encouraged them to connect with others by voicing their opinions and discussing personal and nonacademic topics. Through this process, students also learned more about their peers and teachers and developed stronger relationships. In turn, these positive staff-student relationships and relationships between students helped build a positive, inclusive classroom climate. This finding is consistent with earlier research describing teacher and student perspectives in Tier 1 circle implementation and how it created space for student ownership and voice, as well as the clear connection to broader social-emotional learning. Further, others have indicated the importance of explicitly considering student participation and inclusion as a basic indicator of restorative practices implementation.

Arlington, VA: American Institutes for Research, 2023. 47p.

By Human Impact Partners and Fresno Barrios Unidos

This research brief, created in partnership with Fresno Barrios Unidos, intentionally centers the experiences and perspectives of students, who are most directly impacted by school policing. We evaluate the health impacts of divesting from police contracts and investing in healing-centered practices and spaces on school campuses in the Fresno Unified School District (FUSD) in Fresno, California by exploring the public health research on school policing and its alternatives, and by incorporating student voices via interviews with Fresno students on ways to best support their health, safety, and learning at school.

FUSD has a critical opportunity to join the movement for student wellness by removing police from Fresno school campuses. Given the experiences of students we interviewed for this brief, the hundreds of public comments submitted to Fresno City Council during the budget cycle, and the available evidence on school practices that harm student health and well-being compared to those that promote student health and well-being, we recommend that FUSD:

End Fresno Unified School District’s contract with the Fresno Police Department

Remove all police from school campuses in Fresno

Invest the funding from the school police contract into student wellness and support, including trauma-informed practices, restorative and transformative justice processes, and health and wellness centers, working in collaboration with students and community organizations

With this report and with the years of organizing that came before it, FUSD now has an opportunity to hear and respond to student perspectives, to prioritize the health of students in the district, and to invest in services that support and care for students.

Oakland, CA: Human Impact Partners, 2021. 29p.

By Benjamin W. Fisher, Anthony Petrosino, Hannah Persson, Sarah Guckenburg, Trevor Fronius, Ivan Benitez, Kevin Earl

Abstract

Background

School-based law enforcement (SBLE) has become a common intervention. Although SBLE is meant to make schools safer, critics suggest it may not accomplish this purpose, and may have unintended negative consequences such as increasing students’ exclusionary discipline or contact with the criminal justice system. There may also be secondary effects related to perceptions of the school or student learning.

Objectives

The purpose of this review is to synthesize the literature evaluating the use of SBLE, including outcomes related to (a) crime and behavior problems; (b) perceptions of safety; and (c) learning.

Methods

We conducted a systematic literature search to identify studies that examined outcomes associated with SBLE use. Eligible studies used experimental or quasi-experimental designs; included samples of students, teachers/staff, schools, or school districts; reported on a policing strategy focused on crime prevention or school safety that did not involve officers teaching a curriculum; included a measure that reflects crime and behavior problems, perceptions of safety, or learning; and were in a primary or secondary school. Following a multi-stage screening process to identify studies eligible for inclusion, we estimated a series of meta-analytic models with robust variance estimation to calculate weighted mean effect sizes for each of three main categories of outcomes and commonly occurring subsets of these categories. We examined heterogeneity in these estimates across features of the primary studies’ design.

Results

The search and screening process yielded 1002 effect sizes from 32 reports. There were no true experiments, and the quasi-experiments ranged from strictly correlational to permitting stronger causal inferences. SBLE use was associated with greater crime and behavior problems in studies that used schools as the unit of analysis. Within this category, SBLE use was associated with increased exclusionary discipline among studies that used both schools (g = 0.15, 95% confidence interval [CI] [0.02, 0.27]) and students (g = 0.003, 95% CI [0.002, 0.003]) as the unit of analysis. SBLE use was not associated with any measures of crime or violence in schools. SBLE use was associated with greater feelings of safety among studies that used schools as the unit of analysis (g = 0.18, 95% CI [0.13, 0.24]), although this estimate was based on only seven effect sizes from two correlational studies. All the other models, including those examining learning outcomes, yielded null results. None of the moderators tested showed meaningful relationships, indicating the findings were consistent across a variety of study design features.

Authors’ Conclusions

This study's findings provide no evidence that there is a safety-promoting component of SBLE, and support the criticism that SBLE criminalizes students and schools. Although we found no evidence of differences across methodological features, risk of bias in the primary studies limits our confidence in making causal inferences. To the extent that the findings are causal, schools that invest in strategies to improve safety will likely benefit from divesting from SBLE and instead investing in evidence-based strategies for enhancing school safety. Schools that continue to use SBLE should ensure that their model has no harmful effects and is providing safety benefits.

Campbell Systematic Review, 19(4): 2023.

By Laura Connelly, Roxy Legane, and Remi Joseph

The number of school-based police officers (SBPOs) across Greater Manchester is significantly increasing with at least 20 more officers being introduced for the 2020/2021 academic year. This is happening without due consultation with parents, teachers, young people, or wider communities. In response, this report explores the views and experiences of people who live and work in Greater Manchester in relation to police in schools. Drawing upon the survey responses of 554 people – including young people, teachers, parents, and community members – this report is by far the most comprehensive of its kind in the UK. Key Statistics 95% of respondents reported that they have not been consulted on the plans for more police in Greater Manchester schools. Almost 9 out of 10 respondents reported feeling negative about a regular police presence, with 7 out of 10 of these respondents very negative. Almost 2 in 5 young people who responded to the survey attend or have attended a school with a ‘regular police presence’. Almost 3 in 4 parents or guardians stated that they would have concerns about sending their children to a school with a regular police presence. Exacerbating Existing Inequalities SBPOs are disproportionately placed in schools with a high proportion of working class students and young people of colour. This was a major concern for survey respondents who believe that this will exacerbate existing inequalities. Responses from young people who attend schools in Greater Manchester with a regular police presence suggest that officers act in ways that discriminate against students of colour, and particularly Black students. As well as Black and Asian and/or working class students, concerns were also raised about the negative impact that police in schools can have on disabled students; LGBTQ+ students; Muslim students; Gypsy, Roma and Traveller students; and women/girls. Stigmatising Schools A broad cross-section of respondents – including teachers, young people, parents/guardians, and community members – felt that a regular police presence would lead to the stigmatisation of a school. Seventy percent of young people said that schools with a regular police presence would be viewed more negatively by society than those without. Only 8% said that they wouldn’t. etc.

Manchester, UK: Kids of Colour and Northern Police Monitoring Project, 2020. 55p.