Abstract：
Communities across the U.S. have acted to eliminate or curb police presence in schools. These efforts have primarily focused on School Resource Officers. However, school staff also call upon local police to respond in their buildings, for example by calling 911. The reasons that police are called upon to respond in schools has rarely been studied.
The current study aimed to identify the primary reasons that local police were asked to respond to incidents in one urban school district, and the outcomes of those responses.
We analyzed 882 police incident report narratives, selected from a stratified sample of 57 schools in one urban school district during the 2017-18 school year. Incident reports, which were written by officers responding in schools, included narrative descriptions of officer intervention, the events precipitating police involvement, and outcomes of incidents.
By coding incident report narratives, we identified categories describing the reasons for police response to events in schools and the outcomes of those events.
Most incident reports originating from school addresses (n = 730; 82.8 %) involved students. Among those reports, police most frequently responded to instances of sexual physical violence (17.5 %), physical assault (15.8 %), dysregulated behavior (11.2 %), threatening language (10.8 %), and threat of or actual school violence (4.4 %). Incidents involving students most often resulted in: (1) parents/guardians being contacted (57.3 %), (2) schools engaging in disciplinary actions (39.7 %) or school safety actions (27.0 %), and (3) child maltreatment reports being made to Crimes Against Children (a subdivision of the police department focused on child maltreatment; 26.0 %) or to the Department of Children and Families (26.2 %).
Findings indicate that many events leading to police responses in schools are related to maltreatment and behavioral health. These events rarely result in a criminal justice response, and most often result in action by families and schools (e.g., contacting parents/guardians, school disciplinary/safety actions), and filed reports of maltreatment. Additional supports in these areas may have the potential to reduce the perceived need to call upon police and to provide more direct access to services for students.
The current study aimed to identify the primary reasons that local police were asked to respond to incidents in one urban school district, and the outcomes of those responses.
We analyzed 882 police incident report narratives, selected from a stratified sample of 57 schools in one urban school district during the 2017-18 school year. Incident reports, which were written by officers responding in schools, included narrative descriptions of officer intervention, the events precipitating police involvement, and outcomes of incidents.
By coding incident report narratives, we identified categories describing the reasons for police response to events in schools and the outcomes of those events.
Most incident reports originating from school addresses (n = 730; 82.8 %) involved students. Among those reports, police most frequently responded to instances of sexual physical violence (17.5 %), physical assault (15.8 %), dysregulated behavior (11.2 %), threatening language (10.8 %), and threat of or actual school violence (4.4 %). Incidents involving students most often resulted in: (1) parents/guardians being contacted (57.3 %), (2) schools engaging in disciplinary actions (39.7 %) or school safety actions (27.0 %), and (3) child maltreatment reports being made to Crimes Against Children (a subdivision of the police department focused on child maltreatment; 26.0 %) or to the Department of Children and Families (26.2 %).
Findings indicate that many events leading to police responses in schools are related to maltreatment and behavioral health. These events rarely result in a criminal justice response, and most often result in action by families and schools (e.g., contacting parents/guardians, school disciplinary/safety actions), and filed reports of maltreatment. Additional supports in these areas may have the potential to reduce the perceived need to call upon police and to provide more direct access to services for students.
摘要：
背景：美国各地的社区已采取行动消除或遏制学校中的警察存在。这些努力主要集中在学校资源官员。然而,学校工作人员还呼吁当地警察在他们的建筑物中做出回应，例如拨打911。以前没有研究过要求警察在学校做出回应的原因。
目的：当前的研究旨在确定要求当地警察对一个城市学区的事件做出反应的主要原因，以及这些回应的结果。
方法：我们分析了882份警察事件报告叙述，在2017-18学年期间，从一个城市学区的57所学校的分层抽样中选出。事件报告,这是由学校的官员回应写的，包括官员干预的叙述性描述，促使警察介入的事件，以及事件的结果。
方法：通过编码事件报告叙述，我们确定了描述警察对学校事件做出反应的原因以及这些事件的结果的类别。
结果：大多数来自学校地址的事件报告（n=730；82.8％）涉及学生。在这些报告中，警方最常回应性暴力(17.5%)，人身攻击(15.8%),行为失调（11.2%），威胁语言(10.8%)，和威胁或实际的学校暴力（4.4％）。涉及学生的事件通常导致：（1）与父母/监护人联系（57.3％），（2）学校采取纪律处分（39.7％）或学校安全行动（27.0％），（3）向针对儿童的犯罪（警察部门的一个部门侧重于虐待儿童；26.0％）或儿童和家庭部（26.2％）提交虐待儿童报告。
结论：研究结果表明，许多导致学校警察反应的事件与虐待和行为健康有关。这些事件很少导致刑事司法回应，并且通常导致家庭和学校采取行动(例如，联系父母/监护人，学校纪律/安全措施)，并提交了虐待报告。这些领域的额外支持可能有可能减少人们认为需要呼吁警察，并为学生提供更直接的服务。
目的：当前的研究旨在确定要求当地警察对一个城市学区的事件做出反应的主要原因，以及这些回应的结果。
方法：我们分析了882份警察事件报告叙述，在2017-18学年期间，从一个城市学区的57所学校的分层抽样中选出。事件报告,这是由学校的官员回应写的，包括官员干预的叙述性描述，促使警察介入的事件，以及事件的结果。
方法：通过编码事件报告叙述，我们确定了描述警察对学校事件做出反应的原因以及这些事件的结果的类别。
结果：大多数来自学校地址的事件报告（n=730；82.8％）涉及学生。在这些报告中，警方最常回应性暴力(17.5%)，人身攻击(15.8%),行为失调（11.2%），威胁语言(10.8%)，和威胁或实际的学校暴力（4.4％）。涉及学生的事件通常导致：（1）与父母/监护人联系（57.3％），（2）学校采取纪律处分（39.7％）或学校安全行动（27.0％），（3）向针对儿童的犯罪（警察部门的一个部门侧重于虐待儿童；26.0％）或儿童和家庭部（26.2％）提交虐待儿童报告。
结论：研究结果表明，许多导致学校警察反应的事件与虐待和行为健康有关。这些事件很少导致刑事司法回应，并且通常导致家庭和学校采取行动(例如，联系父母/监护人，学校纪律/安全措施)，并提交了虐待报告。这些领域的额外支持可能有可能减少人们认为需要呼吁警察，并为学生提供更直接的服务。
