Police in schools has long been a topic of debate. In Alberta, at least, the students have spoken
2023/09/04 Leave a comment
Good example of serious research and examination of the evidence of the experience of having police school resource officers in schools. Money quote: “…it is worth remembering that social policies need to be grounded in empirical evidence. Ideally, that evidence should be collected by researchers without preordained opinions.”
Not, of course, unique to this issue as advocates and activists, including researchers, often have “preordained opinions” rather than looking at the evidence more dispassionately.
I come across this regularly in my analysis of public service diversity. My How well is the government meeting its diversity targets? An intersectionality analysis, which showed that Black public servants were not under-represented at the all employees level, and less under-represented at the EX level than South Asian, Chinese and Filipino public servants. Black hiring rates were among the highest, separations the lowest and promotion rates second highest, with overall visible minority hiring and promotion rates higher than not visible minority. Overall visible minority hiring rates were higher than not visible minorities, separation rates were lower (likely reflecting age) and promotion rates were also higher over the 2017-22 period.
This prompted Twitter discussion, with advocates arguing for a disproportionality index based on narrow salary bands rather than my approach based on the broader occupational groups, including EX, and the hiring, separation and promotion data for the last six years. While some engaged on the substance of the different approaches, some “activists on a pension” public servants simply disregarded an “inconvenient truth” to their narratives:
The presence of police in schools, often referred to as school resource officers (SROs), has been a topic of debate for decades. However, after the global movement critically examining the role of the police in modern society, these discussions have intensified. Proponents argue police in schools reduce crime, keep students safe and improve police-community relations. On the other hand, critics maintain that SRO programs are costly and disproportionately disadvantage Black, Indigenous and other marginalized students. Activists and community leaders often argue that SROs contribute to the “school-to-prison pipeline.” Several American studies have found that racialized students are subjected to higher levels of police surveillance within schools and are more likely to be disciplined and/or charged by SROs. These studies have also found that students disciplined by school-based police officers often maintain a criminal label, have poor educational and career outcomes, and are at increased risk of becoming further entrenched in the criminal-justice system. Does the same situation exist in Canada?
Most Canadian research has failed to explore whether SROs disproportionately affect racialized and marginalized students. Nonetheless, a few small-scale studies have suggested that racialized and marginalized youth are likelier to have negative experiences with SROs than their white counterparts. Advocates have used these findings to support removing SRO programs from several large Canadian school boards. However, in the aftermath of recent high-profile incidents of violence in Canadian schools, including student homicides in Toronto and Edmonton, there is renewed support for returning the police to schools. How should we as society assess the different perspectives on this issue? As university professors, we believe that answering such challenging questions begins with rigorous empirical research.
Between 2022 and 2023 we conducted research on SRO programs within both the Edmonton Catholic and public school systems. Our multimethod approach included a review of official SRO records and focus groups, interviews and surveys with over 11,000 students, 4,000 parents and 650 teachers. These are the largest and most comprehensive such studies in Canada. Unlike most other Canadian studies, we explicitly set out to explore and understand the perceptions and experiences of racialized and marginalized students. We found that:
- Regardless of race, sexual orientation and self-reported disability status, students and parents were much more likely to report positive experiences with their SRO (approximately 45 per cent of all respondents) than negative experiences (approximately 7 per cent of all respondents). Positive experiences included feelings of safety, assistance with victimization incidents, assistance with personal problems, informal conflict resolution, mentorship, legal education, and innovative strategies for discipline and reform.
- Regardless of race, sexual orientation and disability status, most students reported that their SRO made them feel safe at school and was a positive member of their school community. Few students felt targeted or intimidated by their SRO.
- Regardless of race, few students and parents felt that SROs treat Black, Indigenous and other racialized students worse than white students. It was also uncommon for participants to believe officers were biased toward sexual minorities and students with disabilities.
- Most teachers believed SROs reduce, not increase, formal disciplinary actions (i.e., suspensions, expulsions, arrests etc.) against students. Teachers felt students would be treated more harshly by regular police officers who might be called to the school if the school did not have an SRO.
- Regardless of race, sexual orientation and disability status, most students, parents and teachers (approximately 80 per cent of all respondents) want the SRO program retained or reinstated at their school. Few want to see the program permanently suspended (approximately 8 per cent of all respondents).
That said, the results of our studies are not all positive. Both teachers and students believed SROs are sometimes called to deal with non-criminal student conduct issues (including lateness) that school staff should handle. Teachers and students also complained that certain police officers – particularly those with an enforcement orientation – should not work with youth and should be screened out and removed from SRO programs.
While most Black and Indigenous students and parents supported Edmonton’s SRO program, Black and Indigenous students were somewhat more likely to support suspending the program than respondents from other racial backgrounds. Black and Indigenous students were also more likely to report negative experiences with SROs, including allegations of oversurveillance, targeting and unfair disciplinary decisions.
Our study also uncovered considerable weaknesses in how the school boards and the Edmonton Police Service (EPS) document SRO activities. How often are SROs involved in school disciplinary decisions, including suspensions and expulsions? How often do SROs ticket, arrest or lay charges against students? Are Black, Indigenous and other marginalized students disproportionately involved in SRO enforcement decisions? Does the presence of an SRO significantly reduce illegal activity on school property? We cannot answer these and other important questions with the existing data. If school boards retain SRO programs, we recommend improving the data being collected, including collecting data on the race and other demographic characteristics of those affected by SRO activities. At the same time, students and caregivers with personal experience with expulsions, suspensions and other interventions consistently reported being treated more harshly by school administrators than by SROs. This (perhaps surprising) finding suggests that leaving conduct issues in the hands of school administrators might lead to more harm for students and families – yet another aspect that warrants expanded data collection.
While many questions remain, our overall finding is that racialized and marginalized students and their families support SRO programs. Further, our results provide little evidence of perceived racial bias. This is news in a climate where some Canadian social scientists and activists now demand that SRO programs be eliminated. Unsurprisingly, they were not happy with our findings.
In the past, our research has – in various contexts – uncovered racial bias with respect to police street checks, arrest decisions and use of force. While the police largely dismissed these results, activists embraced our findings, using them as valuable evidence to support discussions about racial profiling. Our study of SROs has produced the opposite effect: Some advocates and scholars have been quick to criticize our findings because they do not support their preferred policies, while police organizations seem to support the results, without acknowledging negative findings.
This is concerning, but in some respects, these public responses fit a familiar pattern whereby activists and organizations selectively embrace, reject or ignore scholarly research depending on whether it supports or challenges their political position or preferred policies. However, one thing that makes the Edmonton SRO situation slightly different is that those who have opposed the SRO programs have said they were voicing the desires of Edmonton’s Black, Indigenous and other racialized communities. Our evidence, in contrast, demonstrates that such groups mainly support the SRO program, raising questions about who legitimately speaks on behalf of the interests of Black, Indigenous and other racialized parents and students on such issues in Alberta.
We deliberately mention Alberta because it is entirely possible that SRO programs in other jurisdictions are poorly run, biased and not supported by local communities. As researchers, we understand that context matters in how well any program or initiative operates. However, attention to such local specificity often gets lost on the political stage when people make sweeping statements embracing or rejecting policies without knowing or paying attention to the local details.
Given how many aspects of policing are contentious within Canada, it is worth remembering that social policies need to be grounded in empirical evidence. Ideally, that evidence should be collected by researchers without preordained opinions.
Kanika Samuels-Wortley is an associate professor in the faculty of social science and humanities at Ontario Tech University.
Scot Wortley is a professor in the Centre for Criminology and Sociolegal Studies at the University of Toronto.
Sandra Bucerius is a professor of sociology and criminology and director of the Centre for Criminological Research at the University of Alberta.
Source: Police in schools has long been a topic of debate. In Alberta, at least, the students have spoken

