Rotherham: Kick Out School Resource Officers? Sure. But Counselors Must Be Brought In to Take Their Place
The killing of George Floyd has sparked a much-needed and overdue examination of the American relationship with law enforcement, particularly in terms of race and policing. Within the realm of education, this has brought attention to the role of police in schools, specifically school resource officers (SROs), which is now facing scrutiny.
When schools in Minneapolis announced their decision to sever ties with the local police department, it prompted other school systems across the country to do the same. Cities like Chicago and New York have been attempting to change their police-school relationships for several years. In certain larger school systems, districts have their own police forces. Los Angeles made headlines in recent years when it was pressured to return military equipment obtained through a controversial federal program.
In this critical moment for the nation, it is clear that ending these relationships serves as a way for school officials to signal solidarity. However, there are also educational advantages to doing so, as evidence suggests that police in schools often work against educational goals. This is especially true for black students, who experience a significantly higher arrest rate in schools compared to other racial and ethnic groups. Research even indicates that African-American boys, who are exposed to policing to a greater extent, tend to have lower test scores.
It is essential to note that this is not to say that all police officers are inherently negative, racist, or prone to violence (although the past two weeks have shown the nation why many Americans have concerns about police conduct). This is important to consider in the context of schools because alongside the horror stories involving SROs and police in schools, there are numerous accounts of young people who have received mentorship and attention they needed thanks to SROs. These officers often go above and beyond their policing duties. While some SROs may be rejects from their departments, others are well-liked and effective figures among students.
That is why any discussion about removing SROs from schools must also involve a conversation about increasing the number of guidance counselors and mental health support for students. Having police officers in schools exemplifies an approach to social policy that, all too frequently, criminalizes rather than prevents. Many communities face a long-standing shortage of counselors, which disproportionately affects students who are most in need of quality education to succeed in life. Guidance counselors and school psychologists, among their various roles, can address minor behavioral issues before they escalate, offer additional support, and assist older students with their postsecondary plans.
Having more counselors also leads to deeper adult-student relationships in schools, ensuring that students receive attention based on their individual circumstances rather than generic assumptions or no attention at all. Black students (and first-generation college students) are more likely than their peers to acknowledge the crucial role counselors play in their lives. Paradoxically, these very students are less likely to attend schools with an adequate number of counselors. While the slogan "Hire more counselors" may not carry the same impact as "Get rid of the police," the equity implications and potential to change lives are clear. Furthermore, counselors themselves serve as a security strategy, one that is more positive than arming school staff members.
For one thing, counselors may not be security guards, but they can contribute to changing the in-school culture, which should be the foundation of any security approach. By bringing in counselors as police officers are removed, there is less risk of school districts turning to the private security industry that thrives in education.
Counselors can aid in implementing effective and equitable approaches to student discipline while preventing the chaos or worse that can arise from poorly planned or supported transitions. If the immediate response to any discipline issue is to involve the police, then the focus should not solely be on whether the police are stationed in the school or just a phone call away. The larger issue lies in the lack of quality discipline strategies and a mentality that treats children as if they were criminals.
Lastly, if you find it alarming that the United States secretary of defense refers to American streets as a "battle space," you should also be equally disturbed to hear individuals in and around education casually discussing "hardening the target" when it comes to schools. The misconception regarding the prevalence of school shootings has led to an unproductive emphasis on physical security measures, the presence of police officers in schools, and an increase in armed guards of various types. Considering that 4 out of 5 school shooters communicate their intentions beforehand, it begs the question of whether guidance counselors may offer a more appropriate solution.
It is important to acknowledge that there are situations where we do require police presence in and around schools. This unfortunate reality is driven by numerous factors, ranging from distracted drivers causing accidents involving children to instances within schools that are classified as criminal acts or serious threats. However, just as we question our relationship with laws and law enforcement in general, it is essential to probe whether the regularity, prevalence, and aggressiveness of police presence is excessive.
In addition to raising inquiries about law enforcement, it is worth considering why we do not have a more substantial number of guidance counselors, given the compelling evidence demonstrating how they can positively impact students.
Andrew J. Rotherham serves as a co-founder and partner at Bellwether Education, a nationwide non-profit organization dedicated to promoting educational innovation and improving educational outcomes for disadvantaged students. He is also a member of board of directors. Alongside his other professional commitments, Rotherham contributes as a contributing editor at U.S. News & World Report, maintains the blog Eduwonk.com, teaches at The University of Virginia, and acts as a senior advisor at Whiteboard Advisors.
