Johanna Wald is the director of strategic planning for the Charles Hamilton Houston Institute for Race and Justice at Harvard Law School. Lisa Thurau is the founder and director of Strategies for Youth, a Cambridge, Mass.-based organization that works to improve relationships between police and young people.
Taking School Safety Too Far?
The Ill-Defined Role Police Play in Schools
By Johanna Wald and Lisa Thurau
This past November, a food fight in a Chicago middle school resulted in the arrest of 25 students between the ages of 11 and 15. Parents, youth advocates, and others rightly questioned the decision to criminalize teenage antics that, let’s face it, seemed relatively mild. Plenty of us, after all, can recall hurling food at friends in the school cafeteria at a similar age.
As we write this essay, the final resolution of the Chicago incident is not yet known. But regardless of what that may be, the 25 students involved are likely to carry with them for a very long time the trauma of being handcuffed, taken away in a police van, and forced to sit in a jail cell for several hours...
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Taking School Safety Too Far?
The Ill-Defined Role Police Play in Schools
By Johanna Wald and Lisa Thurau
This past November, a food fight in a Chicago middle school resulted in the arrest of 25 students between the ages of 11 and 15. Parents, youth advocates, and others rightly questioned the decision to criminalize teenage antics that, let’s face it, seemed relatively mild. Plenty of us, after all, can recall hurling food at friends in the school cafeteria at a similar age.
As we write this essay, the final resolution of the Chicago incident is not yet known. But regardless of what that may be, the 25 students involved are likely to carry with them for a very long time the trauma of being handcuffed, taken away in a police van, and forced to sit in a jail cell for several hours...
Another area of concern involves training requirements—or the lack thereof. School resource officers must deal daily with hundreds of students, many with serious health and mental-health needs. Yet they are not required to undergo any instruction in adolescent development or psychology, in de-escalating volatile situations, or on the effects of exposure to trauma, violence, or poverty on adolescents’ behavior. They are not taught how to recognize manifestations of students’ disabilities. As a result, students with special needs, students of color, and students from disadvantaged communities face a heightened risk of arrest.
Arguments that such heavy-handed tactics are necessary to keep schools safe no longer fly. Schools with harsh, zero-tolerance codes and heavy police presence are often less safe than those that embrace more flexible and nuanced responses to student misbehaviors. They are also frequently the same schools with shockingly high dropout rates.
A wide array of promising interventions and strategies exists for addressing problem behaviors without resorting to the mass arrests of students...
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