School resource officers (SROs) have become increasingly common in schools; however, most states do not require that they have youth- or school-related training (Morris et al. 2017). The intent of this project is to address potential gaps in training through the creation of four online professional development modules for SROs. Each module focused on one of the following: trauma-informed care; social-emotional learning (SEL); restorative problem-solving; and cultural competence. These modules were iteratively developed by applying established paradigms of curriculum development, that included systematic and communicative approaches, adult learning theory principles, and utilization of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) Model of Systematic Instructional Design. SROs serve as law enforcers, informal counselors, and educators. It is imperative they are provided the opportunity to build their knowledge and develop applicable skills necessary for these roles and for working with students from all backgrounds.

学校资源官员 (SRO) 在学校中越来越普遍；但是，大多数州不要求他们接受与青年或学校相关的培训（Morris 等人，2017 年）。该项目的目的是通过为 SRO 创建四个在线专业发展模块来解决培训方面的潜在差距。每个模块都侧重于以下内容之一：创伤知情护理；社交情感学习 (SEL)；恢复性问题解决；和文化能力。这些模块是通过应用既定的课程开发范式迭代开发的，包括系统和交流方法、成人学习理论原则以及系统教学设计的 ADDIE（分析、设计、开发、实施和评估）模型的利用。SRO 充当执法者、非正式顾问、和教育工作者。当务之急是为他们提供机会来积累知识和发展这些角色所必需的适用技能，以及与来自不同背景的学生一起工作所必需的技能。