Arming Schoolteachers: What Do We Know? Where Do We Go From Here?

• Published in: American journal of public health (1971) 2018-07, Vol.108 (7), p.860-862
• Main Authors: Rajan, Sonali, Branas, Charles C
• Format: Article
• Language: English
• Subjects: Aggression; AJPH Gun Violence Prevention; Burnout; Climate; Conflict resolution; Constructive conflict; Crime; Criminal investigations; Education; Elementary schools; Evidence; Firearm laws & regulations; Firearms; Government; Gun violence; Humans; Injury/Emergency Care/Violence; Intervention; Law enforcement; Learning; Politics; Population number; Prevention; Public Health; Public Health Practice; Responsibilities; Safety Management - organization & administration; Safety Management - standards; School environment; School Health; School resource officers; School safety; School Teachers; School violence; Schools; Schools - organization & administration; Schools - standards; Security; Social interactions; Social support; Students; Teachers; Teaching; Tolerance; United States; Violence; Violent crime
• ISSN: 0090-0036; 1541-0048
• DOI: 10.2105/AJPH.2018.304464

[...]research has since confirmed that punitive efforts in schools (such as zero tolerance policies intended to reduce illicit drug use and weapon possession among students) do not effectively deter crime and cause more harm than good to students and schools.4 From a financial perspective, a 2013 report assessed the cost of placing an armed school resource officer in every elementary and secondary school across the United States (n = 132 183).5 The report accounted for estimated variations in salary, student population size, and number of hours worked per academic year. The extraordinary number of responsibilities that teachers and schools bear has been pointed out frequently in research related to teacher stress and burnout. [...]we need to be mindful ofthe additional burden that such an intervention could have on schools and their staff. Specifically, school climate includes a range of characteristics that help define the quality of a child's learning environment, including disciplinary practices, socialemotional security, respect and acceptance of diversity within the school community, efforts that nurture positive peer relationships and social support for all students, and teaching practices that provide opportunity for thoughtful discourse and constructive conflict resolution. [...]the nature of school security measures and their ramifications for school climate quality must be accounted for when developing strategies for reducing gun violence in schools.