WHAT SCHOOL DISTRICT LEADERS CAN LEARN FROM MY RESEARCH ON SCHOOL POLICING

For many school districts, law enforcement officers are an established part of the school environment. When thoughtfully implemented, school policing programs can contribute to a sense of safety, strengthen relationships with community partners, and support broader prevention efforts. At the same time, these programs operate at the intersection of education, public safety, and youth development — a space that demands clarity, intentionality, and accountability.

In 2022, I led a comprehensive review of school policing research for the National Institute of Justice titled School Policing Programs: Where We Have Been and Where We Need to Go Next. The purpose of that work was not to question the legitimacy of school policing, but to assess how these programs have been implemented, what the evidence suggests about their impact, and how policy and practice can be strengthened moving forward.

This article summarizes key findings from that report with a specific audience in mind: school district and law enforcement administrators responsible for designing programs that are effective, defensible, and aligned with educational missions.

Why I Undertook This Research

School policing has grown largely in response to legitimate safety concerns and community expectations. In many districts, officers serve as visible partners in safety planning and crisis response. However, as these programs expanded, they often did so without consistent standards, shared definitions of success, or long-term evaluation strategies.

I undertook this research because school leaders were frequently asking reasonable questions:What role should officers play in schools? What outcomes should we expect? And what conditions are necessary for these programs to work well?

The report was designed to help answer those questions by consolidating decades of research and identifying practical lessons for improvement.

What the Evidence Suggests About Effectiveness

One of the central findings of my review is that school policing programs vary widely in their outcomes, largely because they vary widely in their design. Existing research does not provide a single, definitive answer about the impact of police presence in schools, but it does offer important insights.

While the strongest experimental studies are limited, the broader body of research suggests that school policing alone should not be viewed as a comprehensive safety solution. At the same time, there is no evidence that well-implemented programs are inherently incompatible with safe, supportive school environments.

What emerges most clearly from the research is this: positive outcomes are more likely when school policing is narrowly focused, clearly governed, and integrated into a broader system of student supports. Programs that lack these features are more likely to experience role confusion, inconsistent practices, and avoidable challenges.

Implementation Is the Difference Maker

Perhaps the most important conclusion from my work is that implementation quality determines whether school policing functions as a support or a liability.

Across districts, I observed significant differences in:

• How officer roles are defined

• How officers are trained and selected

• How responsibilities are communicated to principals and staff

• How officer activities are monitored and reviewed

In districts where expectations were clear and collaboration was strong, officers were more likely to focus on serious safety concerns, relationship-building, and prevention. In districts without clear structures, officers were more likely to become involved in routine disciplinary matters — often unintentionally — which can strain school climate and create inequities.

For administrators, this distinction matters. The presence of an officer is not, by itself, determinative. The systems surrounding that officer are.

How District Leaders Can Strengthen School Policing Programs

The report outlines five recommendations intended to help jurisdictions realize the potential benefits of school policing while minimizing risks. Several of these recommendations are directly actionable at the district level.

1. Approach school policing as a program that requires continuous improvement.Districts that see positive results treat school policing as an evolving strategy. Regular review of data related to arrests, referrals, use of force, and complaints allows leaders to ensure alignment with district goals and make adjustments when necessary.

2. Use clear governance documents to support consistent practice.Strong memorandums of understanding are one of the most effective tools districts have. These agreements should clearly articulate the officer’s role, emphasize that school discipline remains a school responsibility, and provide guidance for complex situations involving disabilities or behavioral health needs.

3. Be intentional about officer selection. My research highlighted the importance of assigning the right officers to school settings. Districts that work closely with law enforcement partners to prioritize communication skills, youth engagement, and problem-solving capacity are more likely to see officers function as effective partners rather than reactive enforcers.

4. Invest in specialized, ongoing training. Training is one of the clearest opportunities for improvement. Officers benefit from preparation in adolescent development, trauma-informed practices, de-escalation, disability law, and cultural competence. Ongoing training reinforces expectations and helps officers adapt to the unique demands of school environments.

5. Create consistency across schools while allowing thoughtful flexibility.Districtwide standards reduce confusion and ensure equity. At the same time, districts should allow for intentional variation based on school context, provided those differences are documented and aligned with district policy.

School Policing Works Best as Part of a Broader Strategy

Another important conclusion from my research is that school policing is most effective when it complements — rather than replaces — educational and behavioral supports. Districts that pair law enforcement presence with counselors, social workers, and preventive programming are better positioned to address the full range of student needs.

When officers are freed from routine discipline and supported by strong student services, they are more likely to focus on what they do best: responding to serious safety concerns, supporting crisis response, and building positive relationships with students and staff.

A Final Message to Safety Leaders

I did not write this report to suggest that police do not belong in schools. I wrote it to emphasize that school policing succeeds when it is intentional and thoughtfully managed.

District and law enforcement leaders play a central role in shaping these conditions. By clarifying expectations, investing in training, and monitoring outcomes, leaders can help ensure that school policing programs support safety without undermining educational goals.

When done well, school policing can be one component of a comprehensive approach to school safety — one that reflects both community values and professional responsibility. My hope is that this research helps districts move beyond default practices and toward deliberate, well-designed programs that work for students, staff, and communities alike.