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This mixed-methods case study examines two U.S. urban districts that reformed school safety policy and practice following public calls to end policing in schools. Using interviews, surveys, and observations, it compares leadership decision-making, programs beyond SROs, and how students and staff experience safety changes. 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Simply put, students learn better when they feel safe. Many districts have turned to school security measures that offer visible signs or outward appearances of safety; however, other approaches—those that create positive and inclusive school climates—both support students’ well-being and more effectively result in safe learning environments.  \nThis mixed-methods case study examines two urban school districts in the United States. After public calls to end policing in schools, leaders in these districts reformed both policy and practice to support student safety. This study sought to answer the following research questions through interviews, surveys, and in-person observations:  \n1. How do district and school leaders make decisions about issues related to school safety practices (for example, School Resource Officer (SRO) programs)?  \n\n| 2. What programs, policies, and/or practices are used to support student well-being and school safety in addition to or in place of SRO programs? |  |  |\n| --- | --- | --- |\n| 3. | How do students and school staff understand and | experience school safety and well-being? |\n| 4. | How are students and school staff experiencing | changes in school safety practices? |\n| 5. | What do students and school staff perceive as the safety and student well-being? | policies and/or practices most needed to improve school |\n\nThis report was developed with contributions by Ivy Morgan, Hector Biaggi, and Dr. William Rodick  \nCREATING SAFER SCHOOLS • The Education Trust • November 2023  2   \nEXECUTIVE SUMMARY  \nAlthough leaders in both districts made reforms to school safety policies, neither district fully removed security personnel or other approaches to physical security. Findings suggest this choice was, in part, due to district leaders’filtering of student and community voices through their own perspectives—including the belief that physical security measures are necessary for school safety. District leaders therefore made efforts to reform policies on physical security but not to remove them entirely, and leaders additionally have supported more evidence-based strategies that emphasize building relationships and creating positive and inclusive school climates (Research Question 1) .  \nAs a result, both districts held policies that emphasized physical safety, such as security personnel, metal detectors, and surveillance, and at the same time were working to support school leaders to adopt and implement restorative justice practices, positive behavior incentives, and counseling for students (Research Question 2) . Despite district leaders’ beliefs that physical security is crucial, only about half of students reported feeling safer with security personnel in schools, and many expressed preferring to speak with another adult in their school instead of security personnel when incidents occur (Research Question 3) . School leaders were largely supportive of the reforms made by district leaders but varied in their implementation of the policies, including both security protocols and school climate efforts, based on their own interpretations and resources (Research Question 4) .  \nAlthough school leaders agreed that relationships lead to deeper understanding of students’ experiences and needs, school staff often overestimated their impacts on students’ sense of belonging and respect. One factor that may have contributed to this disconnection is that while most staff members reported feeling confident in their use of relationship-building practices in schools, they did not report actuall","cbCairUAWwjVfiZr","https://ap.wps.com/l/cbCairUAWwjVfiZr","pdf",6949336,24,"English","# Executive Summary\n## District reforms and decision-making\n## Programs and practices beyond SROs\n## Students’ and staff experiences of safety\n## Implementation differences and relationship-building\n## Evidence on physical security approaches","[{\"question\":\"What is the core focus of this case study?\",\"answer\":\"It examines how two urban school districts reform school safety policy and practice to support student well-being, and how students and staff experience these changes.\"},{\"question\":\"Which safety approaches do the districts keep despite reforms?\",\"answer\":\"Both districts make reforms but do not fully remove security personnel or other physical security measures, while also supporting restorative justice, positive behavior incentives, and counseling.\"},{\"question\":\"What do students report about feeling safer with physical security personnel?\",\"answer\":\"Only about half of students reported feeling safer with security personnel, and many preferred speaking with another adult in the school when incidents occur.\"}]","CREATING SAFER SCHOOLS: a case study - Executive Summary - November 2023 | PDF",1792048967]