Saturday, April 27, 2024
4/27/2024
PROJECT SUMMARY Since 1958, public schools in the United States have used school resource officers (SROs) as a community- based policing strategy to prevent school violence. However, recent evidence questions the effectiveness of SRO programs and highlights their link to increased student discipline and arrests, particularly for marginalized groups. Approximately 28 states have passed policy reforms to mitigate the potentially adverse effects of SRO programs on student outcomes. Yet, no study has examined whether and how state SRO laws impact student outcomes, SRO practices, and SRO policies at the local level. This proposed research project will address these gaps by examining the impact and implementation of state SRO laws in schools with SRO programs. Aim 1 focuses on assessing state-level variation in SRO policies, including their presence, scope, and structure, by developing a longitudinal database on state-level SRO laws until 2024. Aim 2 investigates the association between state SRO policies and disciplinary policies/outcomes in schools with SRO programs using a nationally representative sample of US public schools with SRO programs. Aim 3 delves into the local- level implementation of state SRO policies, exploring barriers and facilitators in school districts with SRO programs. Qualitative interviews will be conducted with school administrators, staff, law enforcement, and students to understand how SRO programs and policy reforms have been implemented among a diverse representation of school districts across the US. Aim 4 focuses on the development and testing of a toolkit to implement SRO policy reforms using findings from Aims 1-3. The acceptability, appropriateness, and feasibility of the toolkit will be evaluated with school districts. By examining the complex interplay between state-level policies, district implementation, and disciplinary outcomes, this research addresses the National Institute of Child Health and Human Development's goal of improving child and adolescent health and transition to adulthood through the promotion of positive community-level (i.e., school-level) interventions that prevent youth violence, injury, and mortality. To strengthen my skills and complete this project, I identified three critical training areas: 1) Implementation science, with a focus on educational policy and programming; 2) Program and policy evaluation, with an emphasis on policy surveillance; 3) Qualitative research methodology, with an emphasis on community-based participatory research. My mentorship team has substantive expertise in public health, psychiatry, medicine, criminology, and education. Moreover, their methodological skillsets will strengthen my training goals. The Pathway to Independence award will be my launch pad to become an independent researcher who works with local school communities to design culturally competent, interdisciplinary, and health-oriented violence prevention strategies.
HHS’ Tracking Accountability in Government Grants System (TAGGS) website provides access to detailed descriptions of grants, loans, aggregated direct payments and other types of financial assistance awarded by the HHS Operating Divisions (OPDIVs) and the Office of the Secretary Staff Divisions (STAFFDIVs).
