Date

6-17-2026

Department

School of Behavioral Sciences

Degree

Doctor of Education in Community Care and Counseling (EdD)

Chair

Bridgette Hester

Keywords

school safety, school resource officers, mental health professionals, routine activity theory, relational cultural theory, school climate

Disciplines

Social and Behavioral Sciences

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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