Citation

Martinez-Prather KE, McKenna JM, Bowman SW. Policing (Bradford) 2016; 39(3): 478-490.

Copyright

(Copyright © 2016, Emerald Group Publishing)

DOI

10.1108/PIJPSM-02-2016-0022

PMID

unavailable

Abstract

PURPOSE The purpose of this paper is to examine the availability of training for police officers working in a school setting and to assess the relationship between training and the types of discipline school-based law enforcement (SBLE) officers most commonly administer to students.

DESIGN/METHODOLOGY/APPROACH Semi-structured interviews were conducted with SBLE officers in Texas over a six month period.

FINDINGS The findings suggests that almost 40 percent of SBLE officers have not received any specialized training in school policing and more than half report the need for more specialized training to improve job performance. The findings also suggest a relationship between training and the type of disciplinary response SBLE officers provide in schools.

ORIGINALITY/VALUE The placement of law enforcement officers in schools serves to preserve campuses as safe and secure learning environments; however, it is also viewed as a catalyst for criminalizing student misconduct, often referred to as the school-to-prison pipeline. Although much of the existing literature on SBLE is focussed on its nexus with the school-to-prison pipeline, there remains a lack of investigation into the training SBLE officers receive and how this potentially impacts discipline outcomes in schools.

Language: en

Keywords

Education; Police