The use of law enforcement in schools raises concerns about impacts on school discipline. Drawing on a large-scale qualitative study of approximately fifty schools across two school districts, this study explores school resource officers’ (SROs’) involvement in school discipline and how it is shaped by their context. We use interview, focus group, and observation data from nearly 200 participants to document variability in the way SROs conceptualize and are involved in discipline as well as how such involvement is shaped by context. Although 79% of SROs initially report not being involved in discipline, we find that the majority involve themselves in nuanced ways that are shaped by relationships with school staff, official policies, and the characteristics of students served. Our results point to the need for clarity around SROs’ involvement in discipline and ways that schools can shape contexts to ensure that SROs are not increasing the use of exclusionary practices.

中文翻译：

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学校资源主任为何及何时参与学校纪律？情境在塑造纪律参与中的作用

在学校使用执法引起了对学校纪律影响的担忧。本研究利用对两个学区的大约 50 所学校的大规模定性研究，探讨了学校资源官员 (SRO) 参与学校纪律的情况以及他们的背景如何影响学校纪律。我们使用来自近 200 名参与者的访谈、焦点小组和观察数据来记录 SRO 概念化和参与学科的方式的可变性，以及这种参与如何受上下文影响。尽管 79% 的 SRO 最初报告没有参与纪律，但我们发现大多数以细微差别的方式参与其中，这些方式是由与学校工作人员的关系、官方政策以及所服务学生的特征所塑造的。