Although the nation’s first school policing program was established in the 1950s, officer-led school-based prevention programs, federal legislation, and high-casualty school shootings have contributed to a proliferation of officers in schools over the last few decades. It is widely recognized that school officers take on a unique role compared to their community-based colleagues, and having school officers on campus who are not properly trained may lead to negative impacts for students and schools. The National Association of School Resource Officers (NASRO) serves as the nation’s largest provider of training for school officers. Although training options exist, little is known about the quality or outcomes associated with school officer training. NIJ funded the JPRC to partner with NASRO to conduct the first national evaluation of this training.
School Safety
Should Schools Be Conducting Lockdown Drills?
Although the COVID-19 pandemic closed schools and directed attention to other matters, one issue which had raised concern prior to the pandemic — the role of lockdown drills in schools — remains to be addressed as education leaders prepare for the return of students and adults to gathering daily in large groups in schools.
By one estimate, 95 percent of U.S. schools perform lockdown drills as part of their emergency response plans each year. Their widespread use has been one response to calls for improved safety and security in schools, as the drills aim to help prevent future attacks or, in the event that one occurs, to minimize the loss of life.
Nonetheless, calls to end the use of lockdown drills have been raised, often based on concerns about their effects on the safety and psychological well-being of students and adults who participate.
Despite the widespread use of lockdown drills, research on the impact of such practices is sparse. Nonetheless, the question of whether to end the practice of lockdown drills should be decided based on evidence. Accordingly, this research brief summarizes arguments for and against lockdown drills, as well as available research and best practices, to provide better context to address questions about the use of such drills in schools.
Research and Evaluation on School Safety: The Structure, Services, and Products of State School Safety Centers
Common vehicles used to maintain an organized and consolidated effort at the state level to address school safety are State School Safety Centers (SSSCs)—providing a wide range of services to enhance school security.
This report, funded by the National Institute of Justice (NIJ), is the second in a series that highlights findings from an evaluation of SSSCs. Given the lack of information about the structure and functionality of SSSCs across the country, the report provides insights from in-depth interviews with SSSC directors to examine the school safety landscape in their states, the history and structure of the centers, the services offered by the centers, and the centers’ accomplishments and challenges.
Key findings include the following:
- Most state legislation guiding SSSCs is focused on emergency management.
- SSSCs utilize various staffing models and staff with expertise aligned with state legislation requirements.
- SSSCs likely need diverse funding sources to conduct their work.
- Most SSSCs provide many services remotely.
- State legislation and SSSC operations play a role in shaping services
States’ School Safety Centers: A Brief Look Into History, Characteristics, and Activities
State school safety centers (SSSCs) aim to provide a wide range of services to enhance school security. Still, more information is needed to understand how the centers should operate and what factors determine their success.
In 2021, the WestEd Justice & Prevention Research Center received funding from the U.S. National Institute of Justice to conduct one of the first empirical studies of SSSCs. This brief is based on an online survey that asked key informants in each state to assess the history, characteristics, and activities of state school safety centers (SSSCs). Key findings include:
- Over 65% of respondents reported that their state has or has had an SSSC, and over 96% reported that the SSSC was still operational
- A majority (62%) of SSSCs have been established in the last decade
- Over 65% of respondents reported that their SSSC was started in response to state legislation, with 28% attributing the creation to a response to incidents of violence in schools
- Over 70% of currently operational SSSCs were reported to be situated within larger state agencies
- A large majority of respondents indicated that their SSSC was funded by state and/or federal funds
- Over 75% of respondents reported that their SSSC had 10 or fewer staff
Five Misconceptions About School Shootings
School shootings are the subject of debate in the media and in communities across the United States, and there is much discussion about prevention and the root causes of such attacks. But what does research say about these tragic events and their perpetrators? Do all shooters fit a specific profile? And what meaningful steps can schools and communities take to reduce the likelihood of these events?
In concise, clear language, this research brief describes and refutes five common misconceptions about school shootings and suggests an evidence-based strategy to reduce the probability of attacks.
The authors conclude that schools and communities are better served when presented with a balanced perspective informed by the wealth of available research about perpetrators, their varying motivations, and pre-attack behaviors.
Are Metal Detectors Effective at Making Schools Safer?
With the tragedies of school violence igniting calls for increased safety and security, one popular proposal is to use metal detectors in schools. To address questions about what impact such devices may have on day-to-day safety and on what happens during school violence events, this research brief summarizes what is known about metal detectors in schools and in other settings.
The brief discusses:
- The prevalence of metal detectors in schools
- The (in)effectiveness of metal detectors
- The cost associated with employing metal detectors
- The potential impact on students and the learning environment as a whole