School Resource Officers, Mental Health Professionals, School Safety: A Qualitative Descriptive Case Study

Engineering notes

Two main findings emerged: first, the SRO's relational trust significantly shaped both personal and campus safety, and second, effective school safety depended on intentional collaboration between SROs and SBMH professionals.

Chinese explanation / 中文解读

中文解读待补充：本站会优先为端到端自动驾驶、BEV感知、3D目标检测、轨迹预测、路径规划、LiDAR感知等高价值论文补充中文说明。

Original abstract

This qualitative descriptive case study described the perceptions of school-based mental health (SBMH) professionals and school resource officers (SROs) regarding personal and campus safety in the presence of an SRO. Guided by routine activity theory (Cohen & Felson, 1979), which framed SROs as capable guardians within schools, and relational cultural theory (Miller, 1976), which emphasized connection and collaboration, the study examined how relational dynamics influenced safety perceptions and well-being. Participants from K–12 public schools in North Central Arkansas contributed data through semi-structured interviews, focus groups, and the Georgia School Personnel Survey of School Climate. Reflexive thematic analysis identified key themes around the SRO’s role in fostering physical and psychological safety, interdisciplinary collaboration, quality, relationships, and factors impacting crisis response, student support, and school climate. Two main findings emerged: first, the SRO's relational trust significantly shaped both personal and campus safety, and second, effective school safety depended on intentional collaboration between SROs and SBMH professionals. This study deepened understanding of how relational and structural elements combined and shaped perceptions of school safety.

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