According to May, Fessel, Samual and Means, violence is thought to be a suburban public school problem and a consequence of poverty and family dysfunction; however, he argues that stable schools across the country are experiencing violence even though the nature and extent is different in suburban and city schools (May, Fessel, Samual and Means 75-93). Teenage violence within school systems have been a growing concern for the education institutions, particularly suburban schools. Numerous studies have analyzed that in the US alone 36% of all discriminating or personal assaults and 40% of robberies that teenagers face take place when they are within the school vicinities. The only solution is the intervention of resource officers in these schools (Baker and Laurance 76).
Violence escalates, Freeman has asserted that a way to prevent violence is for resource offices to get involved as guides and pathways to either prevent or define peaceful paths out of potential violent situations. This is why this study would evaluate the resource officer in controlling the violence (Freeman 112). Finn explained that there were certain sections of schools, for example, locker rooms and toilets, where students faced more violence than in other sections and hence these sections needed the thorough and strict administration of the resource officers, for example, school corridors and playground (Finn 1-7).
Suburban schools in particular are the focus of this study as numerous researchers reveal certain characteristics of violent teenagers like low-income groups, students suffering from family dysfunctions, psychological strains, etc are found more commonly in suburban setting. However the problem is not restricted within this context as many stable schools are also facing problems with crimes being committed by teenagers. However the extension and variation of violence in suburban schools is very different from other schools as a study by the National League of Cities of 700 communities reports that more than 50% of students within suburban school setups believed that the violence rates within their schools are increasing; the same study also reports that more than 30% suburban schools have experienced a significant increase in violence in half a decade (Baker and Laurance 132).
Violence, as aforementioned, generally stems from a certain group of teenagers who act out towards their peers within school grounds. The earlier defined environment for schools being safe havens for children no longer exists as the more and more parents now fear that their children are exposed to different categories of violence within schools grounds. This rising concern amongst parents has led many administrators to try and figure out a strategy that could be helpful not only in the short term. Gang violence and racist crimes have plagued schools for years whether it was studied the 1970s and 1980s or studied in the 21st century. As per the findings of a study conducted by the California Safe Schools Coalition, 7.5% of middle and high school students based in California, which amounts to in excess of 20000 students per year, are exposed to some form of violence. Discrimination and family dysfunction are one of main root causes of violence within schools and that needs to be tackled in order to resourcefully eradicate this problem (Black 223).
Resource officers are involved on a daily basis with administrators, students, and parents and hence have the opportunity to observe many different situations which they can then adapt to and transform so that the children and teenagers understand them to instead of being frustrated by them. The hiring criteria of resource officers need to be set at a high parallel as they would be required to be adept at working with a variety of people with different personalities. Because of this work, resource officers will need to have access to important information and likely hold distinctive perspectives.
Violence in schools is growing by 20% per year and Resource officers currently are involved on a daily basis with administrators, students, and parents; that is why they have the opportunity to observe many different situations from a bird’s eye view. Suburban middle school resource officers hold tactically placed information-gathering positions within schools. Because of their unique interactions with students, teachers, and staff, resource officers have valuable knowledge to offer principals regarding maintenance of a school climate conducive to learning (Fabrey 45).
The job description of a suburban middle school resource officer typically includes the recognition enforcement of laws and regulations governing the order and security of the city’s public schools. The position requires a close daily working relationship with the children, counselors, teachers and parents. The work performed by resource officer is conducted under the supervision of the school principal or building administrator.
One of the most relevant ways that resource officers can initiate a positive change in the suburban schools and eliminate violence and crime rates is through the use of character education programs that mainly aim to improve the individuals. These education programs are the pillars that design the characteristics of the youth that drives the future of any society. It is true that the word or phrase character education has always been addressed and tackled as the one phenomenon whereby the older generations in a society can design the behavior, information, mannerisms and personalities of the younger generations by controlling and managing their experiences in early childhood or youthful years. The burden of violence is carried more so by teachers nowadays than any other segment of people in a society, or in the case of this study, this burden will be carried by the resource officers employed in the suburban schools (May, Fessel, Samual and Means 75-93). Hence, looking at a more academic approach for a definition of character education, one can say that resource officers can build the idea or perception that a student has towards education in general, institutions, their own emotional and mental stances as well as their overall contribution to the society by creating experiences that will not lead to violence, delinquent behavior, frustration or anger so that students cannot only learn but also develop their own skills as law-abiding citizens but also as human beings and a positive structural part of the society (Finn 1-7).
The social interdependence principle is also an integral part of a character education program especially one that is aimed to eradicate violence and crimes within schools. The foundation of the social interdependence principles lies in the belief that the phenomenon of cooperation is an aftermath of the positive ideas and approach of students towards each other after the recognition and completion of a similar goal. This particular approach is vital to implement in suburban schools that suffer due to diverse cultures and lack of common ground between these cultures (Freeman 54). Social interdependence will cause many of the students from diverse cultures to interact and thus develop understanding and patience towards each other which in turn will reduce violent or discriminating crimes between these cultures and resource officers would be extremely helpful under such conditions.
Works Cited
Baker, Keath and Rubel, Laurance. Violence and crime in schools. Massachusetts: Cambridge University Press, 2000.
Black, Stuart. The role of the school resource officer. New York: Wiley, 2009.
Fabrey, Cyril. School resource officers’ experiences in middle schools in Western North Carolina: A qualitative study. Ed.D. dissertation, CA: Western Carolina University, 2002.
Finn, Peter. School Resource Officer Programs. FBI Law Enforcement Bulletin, 75.8, (2006): 1-7.
Freeman, Richard. Reducing violent behavior in the classroom: A comparison of two Middle schools. Ph.D. dissertation, Georgia State University, United States Georgia,1999.
May, Dick, Fessel, Samual., and Means, Sean. ‘Predictors of Principals’ Perceptions of School Resource Officer Effectiveness in Kentucky’. American Journal of Criminal Justice, 29.1 (2004): 75-93.