Enhancing ‘Democratic Policing’: The Role of School Resource Officers in Improving Police-Juvenile Interpersonal Relationships
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The role of the police officer in democratic society is somewhatof a paradox and may best be described as a double-edgedsword. Specifically, the duty of a police officer is to preservelaw and order, without which civilized society would devolveinto chaos. Nevertheless, in carrying out their duties, lawenforcement officers often times are required to infringe uponthe rights and freedoms of others. In the end, a degree ofsocial control is necessary for a democratic society to survive,but how much control is sufficient to preserve democracy? Thisseemingly never-ending battle between freedom and securitywith regard to law enforcement’s role in society can bewitnessed throughout history and in the present day. Given the nature of police work, law enforcement officers havedeveloped a “working personality” that influences theirperspective of the world around them and of the citizens thatthey are sworn to protect and serve.” As Skolnick (2011)explains, police officers tend to experience feelings of isolationfrom the general public while developing feelings of trust and solidarity with one another. This in turn can lead to an ‘us vs. them’ mentality among police officers. In the end, a policeofficer’s attitudes and perceptions of the general public—and certainmembers of society specifically, such as ethnic and racialminorities—can influence their actions and behavior wheninteracting with the citizenry. Moreover, how a citizen is treatedby a police officer can influence his or her views of that particularofficer and of the police in general. Ultimately, interpersonalrelationships and social interactions between the police and generalpublic are important aspects of democratic law enforcement. Related to the balance between social control and personalfreedom is the debate of police presence within America’sschools. Many schools have implemented school resource officer(SRO) programs in which police officers are assigned to schoolsfor the purpose of providing security and crime prevention. Itcould be argued that having police officers in schools serves notonly as a means of crime prevention but allows officers to serveas mentors to juveniles, especially those from at-riskpopulations, which in turn allows for a development of rapportbetween officers and youth who are representative of the overallcommunity that the officers serve. On the other hand, there maybe concerns that officers, due to the nature of their profession,are likely to “criminalize” certain acts and behaviors of thejuveniles they encounter on campus. This report will examinethe role of SROs and how their presence in schools affects theirperceptions of juveniles (and by extension, the general public) aswell as the perceptions of juveniles toward police officers. Inbrief, the paper will explore whether the presence of schoolresource officers helps to improve relationships between policeofficers and juveniles, while additionally mitigating officers’feelings of social isolation.
Abstract
The role of the police officer in democratic society is somewhatof a paradox and may best be described as a double-edgedsword. Specifically, the duty of a police officer is to preservelaw and order, without which civilized society would devolveinto chaos. Nevertheless, in carrying out their duties, lawenforcement officers often times are required to infringe uponthe rights and freedoms of others. In the end, a degree ofsocial control is necessary for a democratic society to survive,but how much control is sufficient to preserve democracy? Thisseemingly never-ending battle between freedom and securitywith regard to law enforcement’s role in society can bewitnessed throughout history and in the present day. Given the nature of police work, law enforcement officers havedeveloped a “working personality” that influences theirperspective of the world around them and of the citizens thatthey are sworn to protect and serve.” As Skolnick (2011)explains, police officers tend to experience feelings of isolationfrom the general public while developing feelings of trust and solidarity with one another. This in turn can lead to an ‘us vs. them’ mentality among police officers. In the end, a policeofficer’s attitudes and perceptions of the general public—and certainmembers of society specifically, such as ethnic and racialminorities—can influence their actions and behavior wheninteracting with the citizenry. Moreover, how a citizen is treatedby a police officer can influence his or her views of that particularofficer and of the police in general. Ultimately, interpersonalrelationships and social interactions between the police and generalpublic are important aspects of democratic law enforcement. Related to the balance between social control and personalfreedom is the debate of police presence within America’sschools. Many schools have implemented school resource officer(SRO) programs in which police officers are assigned to schoolsfor the purpose of providing security and crime prevention. Itcould be argued that having police officers in schools serves notonly as a means of crime prevention but allows officers to serveas mentors to juveniles, especially those from at-riskpopulations, which in turn allows for a development of rapportbetween officers and youth who are representative of the overallcommunity that the officers serve. On the other hand, there maybe concerns that officers, due to the nature of their profession,are likely to “criminalize” certain acts and behaviors of thejuveniles they encounter on campus. This report will examinethe role of SROs and how their presence in schools affects theirperceptions of juveniles (and by extension, the general public) aswell as the perceptions of juveniles toward police officers. Inbrief, the paper will explore whether the presence of schoolresource officers helps to improve relationships between policeofficers and juveniles, while additionally mitigating officers’feelings of social isolation
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