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Bringing Evidence-Based Decision-Making to School Safety. Brief No. 11

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Title: Bringing Evidence-Based Decision-Making to School Safety. Brief No. 11
Language: English
Authors: Keels, Micere, EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Results for America
Source: EdResearch for Recovery Project. 2020.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 7
Publication Date: 2020
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: School Safety, Elementary Secondary Education, Evidence Based Practice, COVID-19, Pandemics, Prosocial Behavior, Racial Bias, Social Justice, Minority Group Students, African American Students, Student Behavior, Behavior Problems, Discipline, Student Needs, Police School Relationship, School Security, Disproportionate Representation, Violence, Program Effectiveness, Social Emotional Learning, Intervention, Financial Support
Abstract: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools create contexts that foster safety and prosocial behaviors in the wake of COVID-19 and the ongoing state of increased unrest over racial justice? In order to answer this question, the brief breaks down the issue into four points: (1) We can expect an increase of students, particularly Black students, experiencing and displaying behavioral dysregulation at school, as well as students whose behavioral challenges signal a need for support rather than disciplinary sanctions and policing; (2) Over the past 30 years there has been a dramatic rise in the prevalence of police officers stationed in school buildings; the overwhelming majority of officers have minimal training on practices that meet the developmental needs of children and youth; (3) Increased police presence in schools is associated with increased "detection" of security incidents, but there is no evidence that police in schools have increased student safety or improved school climates; and (4) There are large racial and ethnic disproportionalities in exposure to police officers in schools and in the negative effects of increased police presence in schools. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was also a collaboration with the Trauma Responsive Educational Practices (TREP) Project.]
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED610586
Database: ERIC
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  Data: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
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  Label: Abstract
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  Data: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools create contexts that foster safety and prosocial behaviors in the wake of COVID-19 and the ongoing state of increased unrest over racial justice? In order to answer this question, the brief breaks down the issue into four points: (1) We can expect an increase of students, particularly Black students, experiencing and displaying behavioral dysregulation at school, as well as students whose behavioral challenges signal a need for support rather than disciplinary sanctions and policing; (2) Over the past 30 years there has been a dramatic rise in the prevalence of police officers stationed in school buildings; the overwhelming majority of officers have minimal training on practices that meet the developmental needs of children and youth; (3) Increased police presence in schools is associated with increased "detection" of security incidents, but there is no evidence that police in schools have increased student safety or improved school climates; and (4) There are large racial and ethnic disproportionalities in exposure to police officers in schools and in the negative effects of increased police presence in schools. Based on these points, the brief provides four strategies to consider and two strategies to avoid. [This brief was also a collaboration with the Trauma Responsive Educational Practices (TREP) Project.]
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 7
    Subjects:
      – SubjectFull: School Safety
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Prosocial Behavior
        Type: general
      – SubjectFull: Racial Bias
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      – SubjectFull: Social Justice
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      – SubjectFull: Minority Group Students
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      – SubjectFull: African American Students
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      – SubjectFull: Student Behavior
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Police School Relationship
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      – SubjectFull: School Security
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Violence
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Intervention
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      – SubjectFull: Financial Support
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      – TitleFull: Bringing Evidence-Based Decision-Making to School Safety. Brief No. 11
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