School resource officers and other school security professionals (SSPs) (e.g., security specialists, guardians, campus monitors) have become increasingly common in schools; however, most states do not require that these professionals receive training related to understanding trauma and how it may affect students’ behavior and how to promote social–emotional learning competencies among students. The current project evaluated an online professional development program for SSPs that provides education on two topics related to best practices in working with youth in K-12 school settings: trauma-informed care (TIC) and social–emotional learning. This study used a posttest-only design of 96 SSPs from a county in the southeastern United States. Participants self-selected into two trainings: Cohort 1 (immediate intervention, May 2019) or Cohort 2 (delayed intervention–control group, August 2019). A linear regression model indicated that Cohort 1 (immediate intervention) scored significantly higher on TIC knowledge (b = .36, p < .01) and competencies (b = .31, p < .01) than Cohort 2 (delayed intervention–control group). More studies are needed to assess how training for SSPs directly impacts school climate and school safety.

学校资源官员和其他学校安全专业人员（SSP）（例如，安全专家，监护人，校园监控人员）在学校中越来越普遍；但是，大多数州并不要求这些专业人员接受有关了解创伤及其对学生行为的影响以及如何提高学生的社会情感学习能力的培训。当前项目评估了针对SSP的在线专业发展计划，该计划提供有关两个主题的教育，这些主题涉及K-12学校环境中与青年人合作的最佳实践：创伤知情服务（TIC）和社会情感学习。这项研究使用了美国东南部某县的96个SSP的仅事后测试设计。参与者可以自行选择参加两次培训：同类群组1（立即干预，2019年5月）或同类群组2（延迟干预组），2019年8月。线性回归模型表明，同类群组1（即时干预）在TIC知识上得分较高（b  = .36，p  <.01）和胜任力（b  = .31，p  <.01）高于同类研究2（延迟干预组）。需要更多的研究来评估对SSP的培训如何直接影响学校的气候和学校的安全。