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Dr. Jim Croushore is a husband, father to two adult sons and a dog dad as well Jim has over 30 years of experience as a social worker, school counselor, assistant high school principal, and elementary principal and holds a Doctorate in interdisciplinary leadership from Creighton University. He was also a former Safe Schools coordinator and currently serves as a K-3 principal and transportation director at Burrell School District. Dr. Croushore focuses his efforts on aspiring as a servant leader for teachers and students. He is focused on creating an environment where teachers can build relationships with and grow their students by using the power of a focused and positive mindset. Dr. Croushore is passionate about positive school culture, positive mindset training, brain science, goal-setting, human development, and personal growth. In his personal life, you can find him watching his sons’ college soccer games, spending time hiking, biking, or maybe playing golf.
SESSIONS
How Western PA School Principals can support SROs in building relationships with students
This study examines how high school principals in Western Pennsylvania support School Resource Officers (SROs) in fostering positive relationships with students. SROs, who are municipal police officers, rely on principals to bridge gaps in their educational training. Through interviews with nine principals and nine SROs, as well as document reviews during the COVID-19 pandemic, the study finds that principals enhance SRO-student interactions by promoting ongoing communication, building trust, excluding SROs from discipline, and leveraging their strengths. Recommendations include using agreements, regular meetings, and school input in SRO selection.The evolving nature of student misbehavior in K-12 schools, such as the rise of vaping and cyberbullying, has prompted changes in how school principals and School Resource Officers (SROs) respond to these challenges. SROs, who are municipal police officers assigned to schools, play a key role in maintaining safety and preventing criminal behavior. However, their effectiveness is often hindered by unclear roles and limited engagement in the school environment. This call for papers seeks contributions that explore how school principals can better support SROs in building positive relationships with students. Research shows that when SROs are integrated into the school community as part of a broader team, including teachers, social workers, and administrators, they can shift from a punitive role to a more restorative, supportive one. This shift can reduce the criminalization of student behavior and help disrupt the school-to-prison pipeline, particularly when SROs are seen as approachable, supportive figures rather than enforcers. This discussion focuses on strategies for principals to enhance SRO-student interactions, such as facilitating relationship-building opportunities, providing targeted professional development, and creating clear expectations through memorandums of understanding. The presenter will include his research for this discussion
Learning Objectives
- The attendee should be able to change and adapt their discipline practices, removing the SRO from student misbehavior with the SRO’s main focus as a relationship builder.
- The attendee will have a framework to create or adapt to a comprehensive SRO program within their school.
- The attendee will have a framework to develop a comprehensive MOU for the SRO and local police department for the SRO to best meet the needs of the school.
Participant Outcomes
- The audience will be able to understand and take action on the support needed from principals for SROs needed to help build relationships with students.
- By differentiating their discipline process, the audience will have the knowledge and framework to change to a more restorative approach to SRO utilization within their schools.
- The audience will have the framework for local police departments and schools to collaboratively plan for and implement a successful and supportive SRO program.