There were themes that surfaced based on the discussions around SROs in schools. One such theme centered on relationships. Of primary concern was that it appears that SROs have unequal relationships with students; there are some students who have a genuine relationship with SROs however, other students shared this is only true when similarities or similar interests are shared. Another thought on the relationship theme that rose out of the student discussion was that although SROs have the ability to form relationships, some participants felt that the SRO’s job was more centered on policing of students. As it relates to relationships, some HCPSS staff, community stakeholders, and families believe that SROs help to foster positive relationships between law enforcement and young people. Those who agree with this idea also felt this relationship building was important in establishing better relationships with law enforcement outside of the school setting. It should be noted that this was not universally shared. Others felt that it should not be the responsibility of schools and young people to build healthy relationships with law enforcement.
In addition to relationships, another theme to surface was the appearance that SROs are more for the protection of staff instead of the care/protection of students and that students of color are disproportionately affected by the presence of SROs. It is important to note here that participant opinions seemed to coincide with the type of relationship or experience one had with law enforcement in general, and/or with an SRO specifically. Many of those who have had positive experiences showed a tendency to have more of a favorable view toward SROs in schools, while those who had negative experiences with SROs, tended to express concerns with SROs.
Many of the adults in the focus group talked of the importance of having SROs for school safety. This was of primary importance to parents or guardians, and school staff. Those who agreed with the safety theme pointed to SROs being a part of the emergency plans for schools, and being available to deal with emergencies so that staff would not have to worry about those situations. During the student group, several students felt that SROs seem to focus more on students of color (particularly Black male students). This also rose up during both the staff and community focus groups. Additionally, it was highlighted that foreign-born students may experience SROs differently. It was pointed out during the community stakeholder focus group that some immigrant families who may not have documentation are fearful of SROs in the building; furthermore, students of immigrant families will tell their families to not attend events or conferences out of fear of coming in contact with the SRO. Also mentioned in the session was that some of our immigrant students come from countries with very negative experiences involving law enforcement, and the presence of SROs may be triggering for those students.
Another significant theme to surface through the focus groups was that the public needs more transparency and communication from HCPD and HCPSS about the role of the SRO, more data about arrests, and what proactive actions are being taken by both to prevent issues within schools and/or the community. In terms of transparency, the community stakeholders really want specific information about the type of training that SROs receive to better inform them on SROs ability to truly build relationships with students.
Universally, all groups pointed to the importance of school leadership when it comes to SROs in schools. Several community stakeholders pointed to administrators as the initiators of using SROs in schools. Several participants also indicated that SROs were only able to do what administrators allowed them to do. A theme rising out of the staff focus group and community stakeholder group was the need for school leadership to work with the HCPD to ensure any issues are resolved with the effectiveness and performance of the SROs.
