Abstract

School resource officers (SROs) and school security professionals (SSPs) have increased presence in schools, yet little is known about how they view the importance of their relationships with students and the broader school climate. This article is part of a larger study of an online professional development module on trauma-informed care and is focused on the qualitative reflection responses from 95 participants from three large school districts in the southeast United States. Informed by the levels of ecological systems theory, three salient themes were identified by the researchers: how SSPs and SROs describe school climate, how they respond to students with traumatic experiences, and how their perspectives may be affected by their differing roles. Findings indicate that SROs and SSPs benefited from this training on trauma-informed care because they expressed learning new strategies and feeling better equipped to serve and support students with known or unknown adverse childhood experiences.

Impact Statement

Qualitative responses from this group of engaged school security professionals and school resource officers show the importance of intentional training on how to effectively create schools that are physically and psychologically safe spaces for all students. We learned that trauma-informed approaches are often not explicitly taught to school security professionals, despite their close work with students in schools. School security professionals believe that being empowered with this knowledge has the potential to influence how they will work with students in the future. It is ethically important to train school staff to work with students in an equitable and informed manner.

Supplemental data for this article can be accessed online at http://dx.doi.org/10.1080/2372966X.2020.1832863.

摘要

学校资源官员 (SRO) 和学校安全专业人员 (SSP) 在学校中的存在有所增加，但人们对他们如何看待与学生的关系和更广泛的学校氛围的重要性知之甚少。本文是关于创伤知情护理的在线专业发展模块的大型研究的一部分，重点是来自美国东南部三个大型学区的 95 名参与者的定性反思反应。根据生态系统理论的层次，研究人员确定了三个突出的主题：SSP 和 SRO 如何描述学校气候、他们如何对有创伤经历的学生做出反应，以及他们的观点如何受到他们不同角色的影响。

影响声明

这组参与的学校安全专业人员和学校资源官员的定性回应表明，有意培训如何有效地为所有学生创建身心安全空间的学校的重要性。我们了解到，尽管学校安全专业人员与学校的学生密切合作，但他们通常不会明确教授创伤知情方法。学校安全专业人员认为，掌握这些知识有可能影响他们未来与学生合作的方式。培训学校工作人员以公平和知情的方式与学生合作在道德上很重要。

本文的补充数据可在 http://dx.doi.org/10.1080/2372966X.2020.1832863 在线访问。