School resource officer (SRO) behavior varies across schools, but little is known about what shapes their behavior. Social ecological theories state that features of communities shapes individual behavior, including police officers. This may similarly apply to SROs. This study uses the 2015 to 2016 School Survey on Crime and Safety to test the extent to which three aspects of a school’s context related to behavior management (i.e., security measures, disciplinary environment, and restorative practices) shape SROs’ involvement in three roles: law enforcement, teacher, and mentor. Using a generalized structural equation model to examine the relationships between school context and SRO roles, consistent with ecological theories, we find that school context shapes SRO roles. Implications and future research are further discussed.

学校资源官员（SRO）的行为因学校而异，但对其行为的影响知之甚少。社会生态学理论指出，社区的特征影响着包括警察在内的个人行为。这可能同样适用于SRO。这项研究使用2015年至2016年的学校犯罪与安全调查来测试学校与行为管理相关的三个方面（即安全措施，纪律环境和恢复性做法）在多大程度上影响了SRO的三个角色：执法人员，老师和导师。使用广义结构方程模型检查学校情境与SRO角色之间的关系，并与生态学理论一致，我们发现学校情境塑造了SRO角色。含义和未来的研究将进一步讨论。