Date

7-21-2026

Department

Helms School of Government

Degree

Doctor of Philosophy in Criminal Justice (PhD)

Chair

Billy D. Wilson

Keywords

School Resource Officers, School Safety, North Carolina schools, Community Policing, Youth Mentorship, School Violence Prevention

Disciplines

Education

Abstract

Recent increases in violence in schools have led to greater attention on the training and effectiveness of School Resource Officers (SROs). This study analyzes the effects of SRO training programs in North Carolina educational institutions, concentrating on two principal law enforcement agencies: the Cumberland County Sheriff's Office and the Fayetteville Police Department. This research uses surveys and qualitative analysis to examine how SRO training relates to school safety and the development of positive relationships with students.

SRO training protocols and their efficacy in enhancing school safety and cultivating positive student relationships. The study examines four primary research questions concerning the fundamental elements of SRO training, pre-assignment preparation prerequisites, perceived training necessities, and the sufficiency of existing training in enhancing safety and mentorship in educational settings. The data collection encompasses around 15-20 active SROs, offering insights into their experiences, challenges, and views on the efficacy of training. The theoretical framework employs Routine Activities Theory to examine the complex role of School Resource Officers (SROs) as capable guardians in educational environments. This research helps address a gap in understanding how SRO training affects school safety and relationships with students, particularly given North Carolina's recent investment of $74.1 million in school safety initiatives. The findings seek to guide policy decisions and improve training programs to better prepare SROs for their multifaceted duties in educational settings.

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