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Arrested Learning
A survey of youth experiences of police and security at school

April 2021
Acknowledgements
This report was written by Kate Hamaji and Kate Terenzi (Center for Popular Democracy), in collaboration with staff and
young people from Make the Road New York (MRNY), Make the Road Nevada (MRNV), Latinos Unidos Siempre (LUS), the
Urban Youth Collaborative (UYC), and the the Research Hub for Youth Organizing at the University of Colorado Boulder.

We are deeply grateful to the organizers and youth leaders who shaped and fielded this survey and the young people
who shared their powerful stories, experiences, and expertise. They are the true authors of this report.

The Center for Popular Democracy The Urban Youth Collaborative

The Center for Popular Democracy is a Urban Youth Collaborative (UYC) is a coalition
nonprofit organization that promotes equity, of students from across New York City fighting
opportunity, and a dynamic democracy in partnership with for transformative education reform that puts students
innovative base building organizations, organizing networks first, with a focus on replacing harmful policing in schools
and alliances, and progressive unions across the country. with restorative justice and trauma-informed care. The
www.populardemocracy.org UYC coalition is made up of members from the Future of
Tomorrow of Cypress Hills Local Development Corporation,
Make the Road New York, and Sistas and Brothas United of
The Research Hub for Youth the Northwest Bronx.
Organizing at the University of www.urbanyouthcollaborative.org
Colorado Boulder
The Research Hub for Youth Organizing supports young
people’s capacity to claim power and create more just Latinos Unidos Siempre
communities through field-driven research. They advance The mission of Latinos Unidos Siempre
youth participation and leadership by co-creating and sharing (LUS) is to work towards the educational,
research and curriculum with youth organizers, teachers, cultural, social and political development of youth of color,
education leaders and policy makers. Taphy T, Kathryn Wiley, by empowering youth to take leadership roles in the
Daniel Garzón, Joanna Mendy, and Ben Kirshner contributed community, advocating for social and political change and
significant research and writing to this report. other forms of systemic and institutional oppression through
www.colorado.edu/education-research-hub grassroots organizing.

Make the Road Nevada Make the Road New Jersey

Make the Road Nevada (MRNV) builds the power Founded in November 2014 in Elizabeth, Make
of Latinx and working-class communities of color the Road New Jersey (MRNJ) builds the power
to achieve dignity and justice through organizing, policy of immigrant, working-class and Latinx communities to
innovation, and transformative education. MRNV’s vision for achieve dignity and respect through community organizing,
Nevada begins with building a strong grassroots foundation legal, policy innovation and transformative education. Every
in Las Vegas. It ends with elevating the power of working- week, hundreds of immigrant families - young people and
class immigrant communities in every community around the adults - come together to fight for dignity and respect in their
state. They organize in Latinx and immigrant communities, communities.
and develop leaders who advocate for their families, their www.maketheroadnj.org
neighborhoods, and beyond.
www.maketheroadnv.org

ii | Arrested Learning: A survey of youth experiences of police and security at school

Contents
National Summary 1

Clark County School District 14

New York City Public Schools 29

Salem-Keizer Public Schools 44

Elizabeth Public Schools 60

Methodology and Survey Sample 75

Endnotes 81
National Summary
The school-to-prison-and-deportation pipeline refers to the policies and practices that punish, isolate,
marginalize, and deny access to supportive learning environments for Black, Brown, Latinx, Indigenous,
immigrant, and LGBTQIA+ youth, as well as young people with disabilities, instead funneling them into
the criminal legal system. For years, Black and Brown youth, parents, educators, and communities have
organized to dismantle this system, and to remove police and security from their schools.

To uncover critical information about students’ experiences, interactions, and feelings about police and security
at school, four community-based organizations across the country fielded in-depth surveys of their youth
membership: Latinos Unidos Siempre (LUS), Make the Road Nevada (MRNV), Make the Road New Jersey
(MRNJ), and the Urban Youth Collaborative (UYC). The results of this national survey, which reached 630 young
people in Nevada, New Jersey, New York, and Oregon, clearly reinforce what young people have already made
known: police and security at school do not make them safe. The survey also explored young people’s vision for
supportive and well-resourced schools.

IMAGE : GROUP SHOT / YOUTH PROTEST

National Summary Arrested Learning: A survey of youth experiences of police and security at school | 1
National survey findings include the following:

Respondents have experienced a pattern of Students at majority Black and majority Black
disturbing behavior in which school police:* and Brown schools were more likely to go
• Bully, abuse, and traumatize young people: For example, through metal detectors than students at majority
one in five respondents reported police verbally harass white schools.
or make fun of students (20%).
53% of respondents who described their
• Prevent young people from learning while at school: schools as majority Black and
For example, half of respondents reported police taking 56% of those who described their schools
students out of the classroom (50%). as majority Black and Brown reported
going through metal detectors daily or
• Force young people into the criminal legal system and multiple times each day
advance punitive techniques: For example, more than a
quarter of respondents reported arrests at school (26%). compared to 11% of
respondents who described
• Sexually harass young people: In three out of four their schools as majority white.
jurisdictions, young people experienced or knew
someone who experienced sexual harassment at the
hands of police at school.
Additionally, Black and Latinx respondents were often
more likely to be targeted with metal detectors than
white respondents. At metal detectors:
Police and security at school do not make 34% of Black respondents have had their belongings taken,
students feel safe, especially compared to compared to 14% of white respondents
other people students interact with at school, like
34% 14%
teachers and friends.
19% of Black respondents have been yelled at, compared to
When asked what makes respondents feel safe (when 8% of white respondents
physically attending school), 19% 8%
84% selected friends 34% of Black respondents and 22% of Latinx respondents have
been made to take off their shoes, versus 7% of white respondents.
63% selected teachers
34% 63% 7%
16% selected police

78% of respondents
When asked what selected “dedicated youth
they would like to see led programs to increase
access to college and
more or better quality
financial aid” Only 8% selected police
of at school, students
78% selected “mental Only 13% selected
overwhelmingly security
health supports”
selected resources,
programs, and supports— 68% selected a “safe/
comfortable place to
not police or security. hang out with friends”

* Percentages refer to respondents who reported having experienced, or having

known someone who has experienced, negative interactions with school police.

2 | Arrested Learning: A survey of youth experiences of police and security at school National Summary
Introduction
For more than three decades, Black and Brown youth, they are also more likely to be deployed to schools with
parents, educators, and communities have organized to higher percentages of students of color.9
dismantle the school-to-prison-and-deportation pipeline—
No amount of public money should go to funding a set
one of the most egregious examples of systemic racism
of policies so sweeping in both their failure and harmful
and state sanctioned violence in our country. The school-
impact, yet the school-to-prison-and-deportation pipeline
to-prison-and-deportation pipeline refers to the policies
costs billions of taxpayer dollars each year.10 Despite the
and practices that punish, isolate, marginalize, and deny
lack of evidence to support policing in schools, school
access to supportive learning environments for Black,
districts—aided by states and the federal government—
Brown, Latinx, Indigenous, immigrant, and LGBTQIA+
continue to funnel millions of dollars each year into
youth, as well as young people with disabilities, instead
policing and the criminalization of Black and Brown young
funneling them into the criminal legal system.
people, while underinvesting in the very resources and
There is no substantial evidence that such practices supports that truly keep them safe. School surveillance
make schools any safer.1 However, there is evidence is now a $3 billion a year industry, which means that
that placing law enforcement in schools increases each year billions of taxpayer dollars are going to private
referrals to the criminal legal system. Studies show that companies for technologies and equipment used to
students are more likely to be arrested and referred to “harden schools.”11
the criminal legal system when school

“
Federal agencies such as the
police are present.2 The presence of There’s something that I Department of Education and
law enforcement makes it more likely
think is so deeply wrong Department of Justice (DOJ) have
that students of color will be arrested for
about the fact that a person provided some school districts with
low-level offenses,3 with Black students
on campus gets to just walk military grade weapons12 and have
facing the highest rates of arrest when
around with a gun on them. established grant programs contributing
police are present in schools.4
From the past year you can over $1 billion to “school safety” funding
The presence of law enforcement obviously see that cops which subsidizes more than 7,240 school
at school also increases the formal
have a power dynamic issue resource officers (SROs). SROs are
13

processing of offenses and exclusionary sworn law enforcement officers deployed

and I don’t feel comfortable
disciplinary responses (e.g. suspensions to schools.14 Exposure to a three-
with cops on campus
and expulsions).5 Black and Latinx year federal grant for school police is
students, as well as students from low-
having a gun and being able associated with a 2.5% decrease in high
income families experience the largest to use it. school graduation rates, a 4% decrease
increases in discipline when police in college enrollment rates, and a 6%
are in their school. The kinds of incidents that result in
6
increase in middle school discipline rate.15
white students being referred to a principal or counselor
State and local funding for school police has increased
end in Black students being referred to the police and
in recent years as well. Several state legislatures have
prosecutors, despite no difference in behavior.7 These
recently passed legislation enabling the funding of
policies have an especially harsh impact on immigrant
school police and security equipment.16 Local school
and undocumented students, who can face detention
district budgets also continue to funnel millions of dollars
and deportation for even low-level offenses.8 Not only are
towards school police, surveillance equipment, and other
police more likely to target Black and Latinx students, but
criminalizing infrastructure.17

National Summary Arrested Learning: A survey of youth experiences of police and security at school | 3
Meanwhile, schools face a chronic underinvestment additional resources and supports (like mental health
in guidance counselors, teachers, and school nurses, resources, more teachers, and dedicated youth programs
as well as mental health supports, restorative justice, to increase college access) over increased funding for
and culturally responsive learning police and security.

“
materials and education.18
I’ve seen incidents where police Young people’s vision for police-free
To uncover critical information about have been called in for mental schools is possible, and support for this
students’ experiences, interactions, health crises, and it hurts call is growing. In 2020, rooted in the
because the way they handle us
and feelings about police and security history of many longstanding campaigns
is not right. Why do they feel it is
at school, four community-based led by young people of color, the
necessary to handle us this way?
organizations fielded in-depth surveys country saw unprecedented progress
of their youth membership: Latinos towards police-free schools. As just a
Unidos Siempre (LUS), Make the Road Nevada (MRNV), few examples, Oakland, California, voted to dismantle its
Make the Road New Jersey (MRNJ), and the Urban school police department,19 and places like Milwaukee,20
Youth Collaborative (UYC). The results of this national Minneapolis,21 Portland,22 and Madison,23 all ended
survey, which reached 630 young people in Nevada, school district contracts with local police departments. In
New Jersey, New York, and Oregon, clearly reinforce total, nearly 40 school districts have taken some action
what young people have already made known: police towards removing police from schools.24 Now is the time
and security at school do not make them safe. Findings to remove police and security from all schools, investing
reveal that respondents often feel targeted by police; instead in support for young people’s education,
that respondents have regular, negative interactions with creativity, and joy.
police and security; and that they overwhelmingly favor

4 | Arrested Learning: A survey of youth experiences of police and security at school National Summary
Youth Survey Overview
Four community-based organizations who are fighting to dismantle the school-to-prison-and-deportation pipeline in their
states—Latinos Unidos Siempre (LUS) in Salem and Keizer, Oregon; Make the Road Nevada (MRNV) in Clark County,
Nevada; Make the Road New Jersey (MRNJ) in Elizabeth, New Jersey; and the Urban Youth Collaborative (UYC) in New
York City—fielded in-depth surveys with 630 young people between November 2020 and January 2021. The survey was
designed to uncover critical information about students’ experiences, interactions, and feelings about police and security at
school. The survey also explored young people’s vision for supportive and well-resourced schools.

Latinos Unidos Siempre (LUS) Make the Road Nevada (MRNV)

In recent years, LUS has been calling on Salem-Keizer MRNV and its members have been active in the fight to
School District leadership to end the presence of police dismantle the school-to-prison-and-deportation pipeline.
in schools as the first step to dismantling the school-to- Their Youth Power Project (YPP) Youth Council was formed
prison-and-deportation pipeline. LUS is also organizing in 2019 by young people who wanted to create more
against systemic racism and organized white supremacy opportunities for youth leaders to engage in local grassroots
in their community. LUS organizers have attended and organizing and fight for issues that build the power of Latinx
testified at school board hearings, have hosted marches and working class communities of color. Their goal is to
and demonstrations, and are actively working with the achieve dignity and justice through policy innovation and
community and local organizations to dismantle and transformative education. In 2020, the YPP Youth Council
abolish the school-to-prison-and-deportation pipeline. decided to launch a campaign for police-free schools in
Clark County. They proposed a school board resolution,
testified at school board meetings, and have worked to
Make the Road New Jersey (MRNJ)
implement critical legislation at the statewide level, all
MRNJ’s Youth Power Project (YPP) has launched a
developed and led by their youth leaders.
campaign to remove all law enforcement personnel from
New Jersey public schools and to redistribute funds to
restorative justice practices and student services. This Urban Youth Collaborative (UYC)
campaign is led by members of the YPP—young people Founded in 2004, UYC is a citywide coalition of youth
of color whose lives have been impacted by the carceral organizations. In recent years, UYC has won city-wide
state, either through direct involvement with the juvenile reforms to address the full consequences of the school-
justice system, school discipline or arrest, or a parent’s to-prison-and-deportation pipeline in New York City. They
incarceration or deportation. MRNJ’s YPP has convened have had many victories over the years. In just the past two
a table of partners (state-wide and local teacher groups, years, UYC’s work with local allies resulted in a reduction
advocacy groups, and youth groups) to take action that of the maximum number of days a young person could be
involves providing testimony at local school board and/or forced out of school for a suspension from 180 to 20, the
state budget meetings, hosting Facebook and Instagram hiring of more student support staff, citywide restorative
livestreams to educate peers, creating a TikTok series, practices, and changes to school police policies which
and direct action and mobilization through COVID-safe limited the use of handcuffs. Their long term impact is
marches and rallies. also reflected in the data in which (while acknowledging
the impact of COVID-19) showed an 82% reduction in the
number of arrests and an 84% reduction in the number of
court summons issued in schools between the 2016-2017
and 2019-2020 school years.25

National Summary Arrested Learning: A survey of youth experiences of police and security at school | 5
Youth Survey Findings

1 Police and security at school do not make students feel safe.

Police and security at school do not make students

feel safe, especially compared to other people they
interact with at school, like teachers and friends.
When asked what makes respondents feel safe (when
“ I feel traumatized by them and
purposely avoid seeing them or
interacting with them.
physically attending school),

84% selected friends

63% selected teachers

A third of respondents have felt targeted by police
16% selected police based on an aspect of their identity.

23% selected security guards 33% of respondents have felt targeted by police based
on race, primary language, sexual orientation, or gender
identity, including identity as transgender, gender non-
The percentage of Black respondents who selected police
conforming, and intersex.
and security was even lower: Only 14% of Black respondents
selected police and 19% selected security guards.

Of respondents with police at school, Of respondents with police

41% said they feel unsafe or very at school, nearly half (48%)
reported that police are armed
41%
unsafe when they see police at
school. with guns.

“ I do not feel safe because I’ve witnessed

their abuse of power and refusal to help
me when I asked. . .because they did not
“ I believe security guards in my
school do not contribute to
students’ safety and education.
take me seriously. They also ridicule the [They] interrupt my class. . .to
students and try to make them feel small. take people’s hoodies and harass
students. . .

6 | Arrested Learning: A survey of youth experiences of police and security at school National Summary
 Interactions with and sightings of school police and security
2 guards are common, frequent, and often harmful.

Of respondents with police at school, nearly two 64% all respondents

thirds (64%) reported having experienced, or having 73% Black respondents
known someone who has experienced, at least one 74% Latinx respondents
type of negative interaction with school police.
The share of Black and Latinx respondents who reported
having or knowing someone who had one of the below
experiences was even higher: 73% of Latinx respondents
and 74% of Black respondents.

Respondents have experienced a pattern of disturbing behavior in which school police:*

Sexually harass young people: Invade young people’s physical autonomy, for
• In three of the four jurisdictions young example by:
people experienced or knew someone who • Physically searching students (other than
experienced sexual harassment at the hands walking through a metal detector) (34%)
of school police. • Restraining students (25%)
Bully, abuse, and traumatize young people, for Force young people into the criminal legal
example by: system and advance punitive techniques, for
• Verbally harassing or making fun of students example by:
(reported by one in five respondents) • Arresting students (one in four respondents)
• Physically assaulting students (10%) • Having police respond when a student misses
• Pepper spraying students (10%) school (19%)
• Responding to a mental health crisis (13%) • Issuing juvenile reports (18%)
Prevent young people from learning while at
• Issuing tickets to go to court (16%)
school, for example by:
• Taking students out of a classroom (50%)
These types of interactions can have devastating impacts
for young people. One study found that experiencing an
arrest for the first time in high school nearly doubles the

“
odds of a student dropping out, and a court appearance
Students have been handcuffed and treated nearly quadruples the odds of a student dropping out.26
poorly by the officers. It’s a shame our school
Students who were first arrested during the 9th or 10th
has more officers than mental health resources.
grade were six to eight times more likely to drop out of

“
school than students who were not arrested.27 Rather
A police officer at school once told me that he was
than reduce school violence, scholars have found
gonna lock me and my friends up in juvenile, that
that the presence of police merely criminalizes typical
he was just waiting for the perfect time to do it.
adolescent behavior, such as disorderly conduct, even
among similarly situated schools.28
* Percentages refer to respondents who reported having experienced, or having
known someone who has experienced, negative interactions with school police.

National Summary Arrested Learning: A survey of youth experiences of police and security at school | 7
“ Police were trying to break
up a fight and suddenly used
mace on a large crowd of
“ I was in school for not even 30
minutes when I got called out of
my credit recovery class. I got sent
“ Once this security guard
was harassing me and [had]
mistaken me for another
students (including those who to the behavior specialist and was student named Juan. This
were spectating), resulting in a called a gang banger because of my was extremely racist, he kept
lot of students waiting outside belt. I got racially profiled for how I insisting that I was that student
the nurse’s office to receive dressed while the white girls in my and was asking me why I was
help for their eyes. school would wear blue bandanas lying when I wasn’t.
and nothing would happen to them.

Students see police at school regularly, including Sightings and interactions with school security
nearly two thirds who see police at school on at guards are also common and frequent.
least a daily basis. Of students with security guards at school, 72% reported
Of respondents with police at at least monthly interactions with security guards (in an
school, 65% saw police in and average month), with 22% reporting daily interactions.
around school at least once a day in
an average month. 98% of respondents saw
security guards in and
Of these, 14% saw police 6–10 times
around their schools at least
daily, and 16% saw police more than
once in an average month.
10 times per day.
84% report at least daily
Young people who attend predominantly Black and sightings.
Brown schools are constantly surrounded by police.
Respondents who said they attend schools that are Of these, 23% of reported seeing security 6–10 times a
majority Black or majority Black and Brown were more day and 21% reported seeing security more than 10 times
likely to report high numbers of police sightings: 37% of per day.
respondents attending majority Black schools and 28% of
respondents attending majority Black and Brown schools
saw police more than 6 times a day, compared to 16% of
respondents attending majority white schools.

Research has shown that over time, the mere presence of police may have psychological effects on students’ “nervous
and immune systems that may result in anxiety, restlessness, lack of motivation, inability to focus, social withdrawal, and
aggressive behaviors.”29

Community studies suggest these adverse consequences are compounded when a person perceives that the negative
interaction is motivated by race. Racial discrimination can lead to generalized anxiety disorder, post-traumatic stress disorder,
and other mental health issues.30 Racial disparities within disciplinary practices also have broader psychological repercussions
for communities of color. A series of recent studies revealed that biased treatment caused youth of color to lose more trust for
school officials compared with their white peers, which was further correlated with reduced college attendance.31

8 | Arrested Learning: A survey of youth experiences of police and security at school National Summary
 Students go through metal detectors regularly, and many have
3 negative experiences with them.

Trends in responses reveal that the placement and 53% of respondents who described their
schools as majority Black, and
use of metal detectors is racist.
56% of those who described their schools
as majority Black and Brown reported going
Respondents who described their schools as majority
through metal detectors daily or multiple times
Black and majority Black and Brown were more likely to each day,
go through metal detectors daily or multiple times daily,
compared to respondents who described their schools as compared to 11% of respondents who described
their schools as majority white.
majority white.

“ I don’t enjoy going through the metal detectors. It takes a lot of time [in] the morning. It makes me nervous
and causes anxiety. . . for me. . . because I don’t know what they will take and if they will take my markers or
belongings. It affects my grades and relationships with teachers by making me late in the mornings. I don’t like it.

19% of Black respondents have been yelled at,

34% of Black respondents
compared to 8% of white respondents
have had their belongings
taken, compared to
14% of white respondents 3% of Black respondents reported being pushed,
compared to 0% of white respondents

10% of Black respondents reported that

police/security were aggressive towards
them, versus 5% of white respondents
Black and Latinx
respondents were more
likely to be targeted at
34% of Black respondents and
metal detectors than white 22% of Latinx respondents have
respondents. been made to take off their shoes,
versus 7% of white respondents
At metal detectors:

17% of Black respondents and

9% of Latinx respondents have
been patted down, compared to
4% of white respondents

40% of Black respondents and

39% of Black respondents and
28% of Latinx respondents have been
35% of Latinx respondents
scanned with a wand, compared to
have been physically searched,
17% of white respondents
versus 24% of white respondents

National Summary Arrested Learning: A survey of youth experiences of police and security at school | 9
More than half of respondents reported being Going through metal detectors is experienced as an
subjected to metal detectors, and most go through invasive process for respondents.
metal detectors at least once a day.
For example, of those who go through metal detectors,

59% of respondents reported that their bags have

55% of all respondents reported
having to go through metal
detectors. been physically searched;
Of these respondents, 40%
reported going through metal
51% have been scanned with a wand;
detectors at least once a day.
40% have been made to take off their shoes, belt,
jewelry, or other articles of clothing; and

Nearly all respondents reported that students are

38% have had their belongings taken.
required to go through metal detectors, but that
teachers and other staff are less likely to face the

“
same requirement.
One time, police wanded me and asked
Of those who are required to go through metal detectors, me to pull my shirt up, and it was very
96% reported that students are required to go through metal uncomfortable for me because they were
detectors
treating me as if I was stealing something.
96%

“
26% reported that teachers, and 22% who reported that school
staff, have to go through metal detectors [Metal detectors] hold up students from getting
26% 22%
to class on time. You could arrive at 7:40AM
with enough time to make it to class if not for
14% reported that police, and 15% who reported that security the extensive line at the metal detectors. When
guards, have to go through metal detectors.
we’re late to school, we get detention.
14% 15%

10 | Arrested Learning: A survey of youth experiences of police and security at school National Summary
 Overwhelmingly, students value more support and resources
4 over police and security.

Studies show that investments in counselors,32 mental health resources,33 and restorative justice34 contribute to school safety,
yet there is no substantial evidentiary support for the proposition that police presence in schools and zero-tolerance policies
(like suspensions) create safe learning environments.35

More than two thirds of students think police Students would rather increase funding for
should be removed from schools. resources like teachers, nurses, social workers, and
mental health supports over police.
69% of respondents agreed or When asked to rank investments in order of
strongly agreed with the statement: priority, most students ranked teachers and
“Police should be removed from my mental health supports as the highest priorities
school and my school should have (33% and 44% ranking these options as #1,
more support and resources for respectively).
students (for example, up to date
books, more teachers, academic By contrast, more than three fourths of respondents
services, counseling, health, ranked police as the lowest priority (77%).
restorative practices, etc.)”

When asked what they 78% of respondents

selected “dedicated youth
would like to see
led programs to increase
more or better quality access to college and
of at school, students financial aid” Only 8% selected police
overwhelmingly 78% selected “mental Only 13% selected
selected resources, health supports” security
programs, and supports— 68% selected a “safe/
not police or security. comfortable place to
hang out with friends”

“ I just feel like things would be way better in schools if cops weren’t there - it would be a better experience for
students of color. We already have to worry about other [stuff] outside of school, we shouldn’t have to deal with
racist cops in a building where we need [to] be learning, not being policed.

National Summary Arrested Learning: A survey of youth experiences of police and security at school | 11
Although the majority of respondents value other
school personnel over police, most students think
there are more police at school than nurses and
guidance counselors.
Conclusion
Whether in New York City; Elizabeth, New
Half of respondents (50%) said they
Jersey; Clark County, Nevada; or Salem or
think their school has more police
Keizer, Oregon, the data makes clear that the
than guidance counselors.
presence of police does not support students’
82% of respondents said they think learning. When asked what makes them feel
their school has more police than safe, the vast majority of respondents named
school nurses. teachers and friends—not police and security—
as the people at school who make them feel
Respondents who described their student body as
safe. Instead of more police and security, they
majority Black or majority Black and Brown reported that
envisioned dedicated youth programs to help
there are more police at their schools than guidance
with college application and safe spaces to hang
counselors at higher rates than respondents who
out with friends. Overwhelmingly, they ranked
described their student body as majority white. (68% and
teachers and mental health supports as funding
50% respectively, versus 43%).
priorities over police and security.

Now is the moment to support and invest in

young people’s vision for police-free schools.

“
At every level of government, elected officials

I want to see my school and other

schools in my city reconsidering
must follow the vision of young people. Black
and Brown young people all across the country
believe in police-free schools. To achieve
their security measures more police-free schools, every level of government
closely and invest in another type must, to the fullest extent of their power,
of security for their students which dismantle school policing infrastructure,
culture, and practice; end school militarization
is about their health and success, and surveillance; and build a new liberatory
what actually matters; when we education system.36 To accomplish this we must
get hurt we need more nurses, dismantle the power that police have over Black
youth, youth of color, immigrant youth, youth
when we get hurt emotionally or with disabilities, and LGBTQIA+ youth. We must
have problems at home/friends, we return power and control over schools and
need psychologists, when we want safety to communities, and build a liberatory
education system that reflects the society we
to improve our academic chances want to create.37
to get into a good college, we need
counselors.

12 | Arrested Learning: A survey of youth experiences of police and security at school National Summary
 Youth Mandate
Guidelines for All Levels of Government
I Fund education not incarceration
These demands, released as A Remove police from schools and divest all funds from police and
part of the Youth Mandate criminalizing infrastructure in schools.
for Education and Liberation B End surveillance of young people including by removing metal detectors,
(youthmandate.com), were surveillance cameras, banning facial recognition software, prohibiting
developed by the organizations social media tracking, and ending all other forms of invasive surveillance.
who participated in this survey C Invest in effective non-punitive culturally responsive school climate
as well as other organizations strategies like restorative justice, mental health supports, and hiring
across the country. The demands counselors and social workers.
emanate from years of local fights D Fully and equitably fund public schools, including programs for students
to dismantle the school-to-prison- with disabilities and schools in low-income communities.
and-deportation pipeline. This E Support a pipeline to college, including by providing free access to
mandate outlines transformative, college and universities and eliminate barriers to entering higher
anti-racist policies to guide the education.
nation and school districts across
the country towards building II Restore and strengthen the civil rights of young people in education
supportive and inclusive learning A Provide maximum local democratic control of the education system.
environments for all students and Support youth suffrage, especially on elections impacting their education.
families, and seeks to redress the B Ensure that Black and Brown young people have meaningful input into
harm created by past policies. It the process to select educational leaders who have a proven track
has been endorsed by more than record of working to dismantle the school-to-prison-and-deportation
150 youth-led organizations and pipeline.
allies across the country. C Fully fund and staff civil rights and equity offices.
D Ensure that all school policies are inclusive, non-punitive, and trauma-
informed, including ones related to school discipline, immigrant students,
LGBTQIA+ students, and students with disabilities, among others.

III Uplift public education; end the private takeover of schools

A End state and tax-payer funding for charter schools and voucher
programs.
B Implement a moratorium on the expansion of charter schools.
C Fund the Sustainable Community Schools model.

For this mandate to be realized, local, state, and federal elected officials
must take decisive action now.

National Summary Arrested Learning: A survey of youth experiences of police and security at school | 13
Clark County School District
Nevada
Clark County,
Nevada

Recent survey data has demonstrated that the Clark CCSD has its own school district police force, which is
County School District (CCSD) subjects Black and Brown both large and expensive. The current “command staff”
young people to unrelenting racist and abusive policing in schools includes 16 sergeants, four lieutenants, two
at school. Young people experience a traumatizing captains, and a chief of police.3 Students report that
environment in which: this police force is armed with guns. The most recently
• 50% of Black students surveyed felt unsafe seeing police available district budget reports approximately 220
at school; officers overall.4 CCSD funnels millions of dollars into
• More than a quarter of students surveyed have, or school police each year: In 2018-2019, CCSD spent
personally know someone who has, been pepper more than $18.4 million on annual salaries and benefits
sprayed by school police—an act that would be for members of the district’s police department, an
considered a war crime in other circumstances;1 and, expenditure that has steadily increased in recent years.5
• School police constitute the second greatest source of The district also uses federal funds to further entrench
referrals to the Clark County Department of Juvenile policing in schools.6
Justice Services, making the school-to-prison-and-
deportation pipeline strikingly clear.2 To uncover information about students’ experiences,
interactions, and feelings about police and security at
school, Make the Road Nevada (MNRV) fielded in-depth
surveys with 138 young people during the end of 2020
and early 2021.

14 | Arrested Learning: A survey of youth experiences of police and security at school Clark County, Nevada
 Survey findings in Clark County reveal that:

Police and security at school do not make Interactions with and sightings of school
students feel safe. police are common, frequent, and often
harmful.
For example, when asked what makes respondents feel
safe (when physically attending school), More than half of respondents who
88% selected friends have police stationed at school
reported having experienced, or
56% selected teachers
having known someone who has
12% selected security guards experienced, at least one type of
negative interaction with school police.

Among those with police at school,

61% saw police at least once per day.
Overwhelmingly, students value more
support and resources over police.

When asked to rank investments in order of Respondents have experienced a pattern of

priority, most respondents ranked teachers and disturbing behavior in which police:*
mental health supports as the highest priorities • Prevent young people from learning, for example by
(51% and 30% ranking these options as #1, taking students out of a classroom (37%)
respectively). • Bully, abuse, and traumatize young people, for example by:
By contrast, more than three fourths of respondents – Pepper spraying students (29%)
ranked police as the lowest priority (75%). – Verbally harassing or making fun of students (10%)
– Physically assaulting students (8%)
• Force young people into the criminal legal system and
advance punitive techniques, for example by arresting
Although the majority of respondents
students (29%)
value other school personnel over
police, 83% of respondents reported
• Invade young people’s physical autonomy, for example
by restraining students (23%)
that there are more police at school
than school nurses.
• Sexually harass students (2%)

“ There’s something that I think is so deeply wrong about the fact that a person on campus gets to just walk
around with a gun on them. From the past year you can obviously see that cops have a power dynamic issue
and I don’t feel comfortable with cops on campus having a gun and being able to use it.

* Percentages refer to respondents who reported having experienced, or having known someone who has experienced, negative interactions with school police.

Clark County, Nevada Arrested Learning: A survey of youth experiences of police and security at school | 15
Background
Policing in Clark County
District Demographics
Clark County School District (CCSD) is the fifth The issue of policing in schools exists within the
largest school district in the US, accounting for broader context of police abuse in the community. Law
approximately 75% of all students in the state of enforcement in the Clark County area is conducted by
Nevada.7 CCSD serves 323,787 students across the Las Vegas Metropolitan Police Department (LVMPD),
387 schools. As of 2019, the student body is 47% the City of North Las Vegas Police Department, the City of
Latinx, 24% white, 15% Black, and 6% AAPI.8 Henderson Police Department, and the Boulder City Police
Department.9 In recent years, the LVMPD has killed several
community members and been involved in multiple
wrongful death lawsuits.10 In 2011, Rafael Olivas was killed
by the LVMPD after a 911 call made by his mother, after
which the officers received paid administrative leave.11 In
2017, Tashii Farmer was killed by the LVMPD when police
purportedly thought he was attempting to steal a vehicle.12
In September 2019, Byron Williams was arrested for riding
his bicycle without a safety light and killed while in LVMPD
custody.13

Tensions around racial discrimination and police violence

erupted in May 2020 after the murder of George Floyd,
when a number of protestors in the Las Vegas area filed a
lawsuit against the LVMPD on the basis of excessive force,
violations of constitutional rights, negligent officer training,
and emotional distress.14

For Black and Brown young people, there is no escape

from police abuse, whether in their communities or at
school. Youth see no difference between the police who
harass, oppress, and surveil them in the streets from those
doing so at school.

16 | Arrested Learning: A survey of youth experiences of police and security at school Clark County, Nevada
Policing in CCSD
Police Presence in CCSD
CCSD has had a dedicated police force in some form The most recent Annual Statistical Report released by the
since the 1960s,15 a period in which many districts began Clark County Department of Juvenile Justice Services
school policing as a backlash to desegregation efforts shows that the CCSDPD was the second highest referrer
and student organizing.16 The current Clark County of all juvenile cases. The CCSDPD referred more than
School District Police Department (CCSDPD) command 3,782 cases to the Department of Juvenile Justice
staff includes 16 sergeants, four lieutenants, two Services in just one year, accounting for nearly one third of
captains, and a chief of police.17 The 2018–2019 budget all referrals in 2019.19
reports 220 CCSDPD personnel overall. According to the
Between 2012 and 2020, CCSDPD pepper sprayed young
district, the CCSDPD
people in schools nearly 180 times.20 The two schools with
is divided into eight police Area Commands the most incidents of pepper spray had over 90% students
with two police officers assigned to every high of color.21 According to CCSD records, pepper spray has
school and patrol officers assigned to patrol been used against children of all ages, with pepper spray
each command area, primed to respond to the used in elementary schools annually for the past eight
needs of all District elementary, middle, and high school years. Pepper spray can cause coughing, gagging,
schools. In addition, CCSDPD police officers blistering or scarring of the eyes, persistent and debilitating
patrol 24/7 covering all property and buildings pain around the eyes, chemical burns, lung inflammation,
belonging to the School District. The CCSDPD and severe asthma attacks.22 For children with asthma or a
also has a Detective Bureau, a Training Bureau, similar underlying health condition, the use of pepper spray
and a Communications Bureau consisting of a could quickly become fatal. Asphyxiating and poisonous
Fingerprint Unit, a Records Unit, and a Dispatch gasses are prohibited under the law of war,23 and at least
Center composed of 24 civilian employees.18 35 states have banned the use of pepper spray on young
people due to their toxicity.24 What is considered inhumane
and illegal in war is certainly inhumane to use against
young people in schools.

Clark County, Nevada Arrested Learning: A survey of youth experiences of police and security at school | 17
The Criminalization of Black and Brown Young People in CCSD
CCSD police referrals reveal strikingly different treatment At a 2019 school board meeting it was revealed that in
between students of color and white students by the one month (May 2019), CCSD police referred 257 students
district police force. In 2019, Black students were 5.7 to the criminal legal system. Of those students, 215 (or
times more likely than white students to be referred to 84%) were Black or Latinx.29 The vast majority of these
the Department of Juvenile Justice Services, and Latinx referrals were dismissed. In discussing these cases, the
students were 1.4 times more likely.25 According to data District Attorney’s office (DA) said, “most of these cases
from the Clark County School Justice Partnership, Black are for marijuana or fighting”—offenses that were not
students also accounted for “about 46 percent of students serious enough for the DA to pursue charges.30
committed to long-term detention facilities from 2017 to
While the district has started a “School Justice
2019, while white students accounted for 12 percent.”26
Partnership”—a partnership between CCSD, the Clark
Based on the most recently available data, Black young County Department of Juvenile Justice Services, and
people represented 18% of students with disabilities, the District Attorney’s Office31—this effort revolves
but were 62% of students with disabilities referred to around a critical and incorrect assumption that police are
law enforcement.27 In contrast, white young people needed for safety. Since the inception of the program,
represented 29% of students with disabilities, but the district has seen modest reductions in referrals to
were 12% of students with disabilities referred to law court.32 However, thousands of young people each year
enforcement.28 are still funneled directly from schools into the criminal
legal system.33 For immigrant and undocumented young
people, school push-out (punitive discipline practices that
push young people out of school) and interactions with
police can result in detention and deportation.34

IMAGE: YOUNG PEOPLE?

18 | Arrested Learning: A survey of youth experiences of police and security at school Clark County, Nevada
Money Spent on Policing in CCSD
The latest available budget data shows that CCSD spent $18.4 million on salaries and benefits for members of the district’s
police department in 2018–2019.35 While the district has 161 sworn law enforcement officers and 41 civilian officers, they are
vastly under-staffed when it comes to nurses, social workers, psychologists, and school counselors.

Support # Recommended Ratio Current estimated Policing expenditures have risen

personnel student ratio steadily over the last five years,
increasing by 9.3% from 2015 to
Nurses 18036 1:750 for a healthy student Approximately one per
2019.48 In addition to salary and
population; 1,778 students38
benefit costs coming out of the
1:225 for student
school district’s general operating
populations requiring daily At a minimum, this is less
fund, CCSD also spends an
service; than half as many nurses
unspecified amount of money on
1:125 for student population as are necessary.
policing equipment (e.g., vehicles,
with complex needs;
technology, firearms, and K9 officers),
1:1 for students that require
and holds additional contracts with
daily, continuous care37
law enforcement agencies to provide
patrols and support for schools in
Social 20039 1:40040 Approximately one per
workers 1,600 students.41 rural communities.49
This represents four times CCSD also reports that it receives
the recommended ratio.
federal funding from the Homeland
Security Grant Program (HSGP)
School 14542 1: 500-70043 Approximately one for
to “prevent terrorism and other
psychologists every 2,200 students.44
catastrophic events and to prepare
The district would need,
the communities for the threats and
at a minimum three
hazards that pose the greatest risk to
times the number of
psychologists to reach the
the security of the United States.”50
recommended ratio. These funds are used to “establish an
interoperable communication system
School 80045 1:10046 for high-needs Counselors are budgeted that connects every school directly
counselors districts to each high school on to CCSD Police Department, first
the basis of one counselor responders, and other schools.”51
1:250 for general education for each 400 students; in
Another stream of federal funding
students elementary and middle
comes from the Department
schools it is one counselor
for every 500 students.47 of Justice’s Bulletproof Vest
The district should be Partnership program, which is used
budgeting for 1.6 to 4 by CCSDPD for “advancing the
times as many counselors. safety of officers through purchasing
bulletproof vests.”52

Source: Conducted by the Research Hub for Youth Organizing at the University of Colorado Boulder.

Clark County, Nevada Arrested Learning: A survey of youth experiences of police and security at school | 19
Community Organizing Context
MRNV is a membership-led and membership-driven organization whose membership reflects Black and
Brown young people directly impacted by the presence of school resource officers (SROs) in the Clark
County School District. MRNV and its members have been in the fight to dismantle the school-to-prison-and-
deportation pipeline. The Youth Power Project (YPP) Youth Council was formed in 2019 by young people
who wanted to create more opportunities for youth leaders to engage in local grassroots organizing. The
YPP Youth Council fights for issues that build the power of Latinx and working class communities of color to
achieve dignity and justice through policy innovation and transformative education. In 2020, the YPP Youth Council decided
to launch a campaign for police-free schools in Clark County. They proposed a school board resolution, testified at the
school board, and have worked to implement critical state legislation.

MRNV fielded in-depth surveys with 138 young people between November 2020 and January 2021. The survey was
designed to uncover information about students’ experiences, interactions, and feelings about police and security at school.
Findings show that police and security guards at school do not make students feel safe; that interactions and sightings of
school police and security guards are common, frequent, and often harmful; and that students would overwhelmingly favor
additional supports and resources over police and security at school.

20 | Arrested Learning: A survey of youth experiences of police and security at school Clark County, Nevada
Youth Survey Results

1 Police and security at school do not make students feel safe.

“
Security guards at school do not make students
feel safe, especially compared to other people they
I do not feel safe because I’ve
interact with at school, like teachers and friends. witnessed their abuse of power
When asked what makes respondents feel safe (when and refusal to help me when I
physically attending school), asked two times because they
88% selected friends did not take me seriously. They
56% selected teachers also ridicule the students and try
12% selected security guards
to make them feel small.

Of respondents with police

Both security guards and school police are often
at school (83% of all survey
armed with guns.
respondents), 40% reported feeling
unsafe or very unsafe when seeing Of respondents with police at school,
police at school. 39% reported that police are armed
with guns.
The percentage of Black
respondents who reported feeling Of respondents with security guards
unsafe or very unsafe was even at school, 29% reported that security
higher (50%). guards are armed with guns.

“ The first thing I see entering school is police

with weapons around their belt. I feel extremely
uncomfortable when I enter because it almost
Some students feel targeted by police based on an
aspect of their identity.

seems as if they’re looking for a problem or Of respondents with police at school, nearly a quarter
something wrong that I did. I get very anxious (24%) have felt targeted by police based on race, primary
even though I know I haven’t done anything. language, sexual orientation, or gender identity, including
identity as transgender, gender non-conforming, and
The intimidation tactics seem unnecessary. And
intersex.
I’ve seen them take violent actions on my peers.
19% of respondents have felt targeted based on race.

Clark County, Nevada Arrested Learning: A survey of youth experiences of police and security at school | 21
 Interactions with and sightings of school police and security
2 guards are common, frequent, and often harmful.

Of respondents with police at school, more than

half (54%) reported having experienced, or having
known someone who has experienced, at least one
“ The police make me uneasy and unsafe,
as many of them are around before
and after school. One time when I was
type of negative interaction with school police.
attending school with some of my friends,
The share of Black and Latinx respondents who reported
during lunch in the quad, the police body
having, or knowing someone who had, a negative
experiences was even higher—roughly two thirds of both slammed and pepper sprayed someone. . .
Latinx respondents and Black respondents. Those practices shouldn’t be used on
students at all.

Respondents have experienced a pattern of disturbing behavior in which school police:*

Bully, abuse, and traumatize young people, for Force young people into the criminal legal
example by: system and advance punitive techniques, for
• Verbally harassing or making fun of students (10%) example by:
• Physically assaulting students (8%) • Arresting students (more than one in four
respondents; 29%)
• Pepper spraying students (29%)
• Responding to a mental health crisis (6%)** • Responding when a student misses school (11%)
• Issuing juvenile reports (13%)†
Prevent young people from learning while at • Issuing tickets to go to court (8%)
school, for example by:
• Taking students out of a classroom (37%) Sexually harass young people (2%)

Invade young people’s physical autonomy, for

example by:
• Physically searching students (other than
walking through a metal detector) (23%)
These types of interactions can have devastating
• Restraining students (23%)
impacts for young people. One study found that
experiencing an arrest for the first time in high school
nearly doubles the odds of a student dropping out,
and a court appearance nearly quadruples the odds
of a student dropping out.53 A series of recent studies
reveal that biased treatment caused youth of color to
lose more trust for school officials compared with their
* Percentages refer to respondents who reported having experienced, or having
known someone who has experienced, negative interactions with school police. white peers, which was further correlated with reduced
** We believe it is always inappropriate for school police to respond to mental college attendance.54
health crises.
† In Nevada, a juvenile “report” likely refers to a juvenile “referral.”

22 | Arrested Learning: A survey of youth experiences of police and security at school Clark County, Nevada
Students see police at school regularly, and the Sightings and interactions with school security
majority see police at school on a daily basis. guards are also common and frequent.

Of respondents with security guards at school, over a third

(35%) reported at least monthly interactions with security
Of respondents with police
guards in an average month.
at school, 99% saw police
at school at least once in an
average month. Of these, 61% 92% of respondents saw security
saw police at least once daily. guards in and around their schools
at least once in an average month,
with over a third of respondents
(37%) reporting sightings multiple
times per day.

Research shows that over time, the mere presence of police may have psychological effects on students’ “nervous and
immune systems that may result in anxiety, restlessness, lack of motivation, inability to focus, social withdrawal, and
aggressive behaviors.”55 Community studies suggest these adverse consequences are compounded when a person
perceives that the negative interaction is motivated by race.56

“ There was an incident where

a student was targeted
at school by 5+ officers
saying he looked like he
had something on him. The
student kept repeating that
he didn’t have anything on
him. All 5+ officers used
unnecessary force to search
him down and he didn’t have
[anything]. Other students
started to “boo” at the
officers and that’s when the
officers decided to pepper
spray the whole crowd of
students nearby.

Clark County, Nevada Arrested Learning: A survey of youth experiences of police and security at school | 23
 Overwhelmingly, students value more support and resources
3 over police and security.

Students would rather increase funding for Although the majority of respondents value other
resources like teachers, nurses, social workers, and school personnel over police, most respondents
mental health supports over police. reported that there are more police at school than
When asked to rank investments in order of school nurses.
priority, most students ranked teachers and
mental health supports as the highest priorities 83% of respondents reported that
(51% and 30% ranking these options as #1, there are more police at school than
respectively). school nurses.

By contrast, more than three fourths of respondents

ranked police as the lowest priority (75%).

Studies show that investments in counselors,57 mental health resources,58 and restorative justice59 contribute to school
safety, yet there is no substantial evidentiary support for the proposition that police presence in schools and suspensions
create safe learning environments.60

When asked what they 78% of respondents

selected “dedicated youth
would like to see
led programs to increase
more or better quality access to college and
of at school, students financial aid”
Only 5% selected police
overwhelmingly 73% selected “mental
selected resources, health supports”
programs, and supports— 65% selected “books
not police or security. and other learning
materials”

“ The first thing I see entering school is police with weapons around their belt. I feel
extremely uncomfortable when I enter because it almost seems as if they’re looking
for a problem or something wrong that I did. I get very anxious even though I know I
haven’t done anything. The intimidation tactics seem unnecessary. And I’ve seen them
take violent actions on my peers.

24 | Arrested Learning: A survey of youth experiences of police and security at school Clark County, Nevada
Recommendations
The young people who are the most at risk of harm due to harsh policing policies are uniquely situated to re-imagine school
environments. This report highlights the vision for safe, supportive, and inclusive schools developed by youth leaders with MRNV.

This is Our Youth Mandate: Fund Education, Not Incarceration

I Divest from criminalization: II Invest in Our Education
A Immediately remove all police from schools and close the A Fully fund and implement restorative justice practices at
Clark County School Police Department. Do not expand in all schools.
any way the security force in CCSD. B Fully fund and increase culturally competent school
B Terminate all contracts with the local police and sheriff’s support staff, including teachers, guidance counselors,
departments that police in and around Clark County nurses, social workers, restorative justice coordinators,
Schools. and academic and social support staff.
C Immediately end the use of pepper spray and other C Ensure all students have access to College Access
chemical agents against young people. supports, including Student Success Centers.
D Remove CCSDPD from responding to mental health D CCSD must build an anti-racist district by creating
crises in schools and from entering schools for any a committee of parents, students, educators, union
school related matters. leaders, youth development experts, administrators,
E End surveillance of young people including by removing and community leaders to evaluate CCSD’s educators
metal detectors, surveillance cameras, banning facial training, curriculum and district practices to ensure
recognition software, prohibiting social media tracking, they are anti-racist, anti-adultist, and trauma informed
and ending all other forms of invasive surveillance. best practices.

F Stop soliciting federal and state funds used to police, E Create a culturally relevant curriculum.
surveille, and criminalize young people. Seek waivers F Fully and equitably fund public schools, including
to redirect funds from the federal Community Oriented programs for students with disabilities and schools in
Policing Services (COPS) Office, Department of low-income communities.
Homeland Security or similar federal or state programs G Support a pipeline to college, including by providing
to be used on support services instead of policing and free access to college and universities and eliminate
criminalizing infrastructure in schools. barriers to entering higher education.
G Fully implement AB490, which requires public schools
to collect and report on data on the discipline of all
students in Nevada that the State Board of Education
will analyze.
H Direct all schools in the district to not call police into
schools unless there is an extreme emergency that
threatens the life or safety of other students.
I End all zero tolerance policies and practices in policing
and discipline. End all arrests or citations in schools.
Expunge students’ discipline records.

Clark County, Nevada Arrested Learning: A survey of youth experiences of police and security at school | 25
III Restore and strengthen the
civil rights of young people in
education
A Provide maximum local democratic
control of the education system.
Support youth suffrage, especially
on elections impacting their
education.
B Ensure that Black and Brown
young people have meaningful
input into the process to select
educational leaders who have a
proven track record of working to
dismantle the school-to-prison-and-
deportation pipeline.
C Fully fund and staff civil rights and
equity offices.
D Ensure that all school policies are
inclusive, non-punitive, and trauma-
informed, including ones related
to school discipline, immigrant
students, LGBTQIA+ students, and
students with disabilities, among
others.

IV Uplift public education; end the

private takeover of schools
A End state and tax-payer funding
for charter schools and voucher
programs.
B Implement a moratorium on the
expansion of charter schools.
C Fund the Sustainable Community
Schools model.

26 | Arrested Learning: A survey of youth experiences of police and security at school Clark County, Nevada
Storybook
General Feelings about Police and Security

As a Black man, we all feel a tension The first thing I see entering school is I am uncomfortable around police. . .
living in America and every time I see a police with weapons around their belt. I have seen them wrongly accuse
police officer all I can think is how can I I feel extremely uncomfortable when I classmates.
make sure that I don’t look suspicious or enter because it almost seems as if they’re
intimidating, a sad reality. looking for a problem or something wrong . . .I’m Black and they target Black people.
that I did. I get very anxious even though
I feel unsafe because even though I have I know I haven’t done anything. The
Personally I’ve experienced some biasness
done nothing wrong, I feel as though they intimidation tactics seem unnecessary.
due to the color of my skin during times
would target me for no reason at all. And I’ve seen them take violent actions
when the police have been involved in
on my peers.
something that happened to my friend
Seeing police [is] associated with crime and someone else. I was barely present
and it doesn’t feel good having to see cops I went to a predominantly Black and when the incident happened and only
everywhere. It feels like I’m somewhere I Brown school and felt that I was being arrived after it, with no connection
wouldn’t want to be. Not a good burden watched by police daily. I also had seen whatsoever yet the police continuously
on the environment. my friends searched and heard stories of asked me questions as if I was. . .
them being physically assaulted by the
police at school. I personally never had
I feel like something bad will happen They once carried big guns and I felt
any harsh interactions directed at me,
when there [are] police there. uncomfortable that they brought that to a
but I was very uncomfortable with their
school full of kids.
presence.
Typically when I see a police officer or a
security guard at school I do not feel very safe. Sometimes I do feel unsafe because of
I do not feel safe because I’ve witnessed
an incident resulting in students getting
their abuse of power and refusal to help
Police have always made me pepper sprayed because of a fight that
me when I asked. . .because they did not
uncomfortable because I am a minority. occurred. There wasn’t a need to endanger
take me seriously. They also ridicule the
everyone’s health, but because they had
students and try to make them feel small.
access to it they abused their power.
I feel like they are more likely to cause trouble
and are very aggressive towards students. There’s something that I think is so
Their tendency [is] to inflict harm. I feel
deeply wrong about the fact that a person
like there is a power imbalance and I feel
As a Black student who sees the prejudice on campus gets to just walk around
afraid that I might be doing something
in [the] media and has been educated with a gun on them. From the past year
wrong that I’m unaware of, and then get
[about] the school-to-prison-pipeline, I you can obviously see that cops have
physically assaulted for it.
know that police are only holding [back] a power dynamic issue and I don’t feel
my community and are not contributing comfortable with cops on campus having
to the success of Black students. a gun and being able to use it. The police officers have a tendency to be
aggressive or stand-off-ish which gives me
the feeling that they are waiting to catch
I feel very threatened and as if I’m always I noticed how uncomfortable other
one of us doing something wrong.
doing something wrong when I see police. students were and I also noticed they had
It feels like it makes school a hostile at least three dogs with them on every
environment rather than a safe place. I’ve floor. It felt less like school and more like I do not feel safe because I’ve witnessed
seen the way students have been treated being monitored. their abuse of power and refusal to help
at the hands of police and it’s something me when I asked two times ever because
that truly disgusts me. they did not take me seriously. They also
When I see police at school it makes me feel
ridicule the students and try to make
unsafe because it makes me think of how at
them feel small.
They just make me feel uneasy because I any moment they could pepper spray us or
don’t really know what they are there for. it makes me think our school is unsafe.
Police always target the Black and Brown
students at my school . . . having them
The police at my school are white males at
pepper spray and handcuff and watch
a predominantly Black/Brown and other
over them all the time is unnecessary and
BIPOC school and they make sure to
racist.
intimidate us every chance they get.

Clark County, Nevada Arrested Learning: A survey of youth experiences of police and security at school | 27
The police are an intimidating force and Rather than responding to specific I feel unsafe around police at my school
I’ve seen their interactions with other incidents or “protecting” students, because they have weapons such as guns
students, I avoid them as best as I can. they feel like the intimidating force. [and] pepper spray.
Additionally, rather than making the
As a white, cis woman, I don’t feel students feel safe they just harass people They had guns bigger than their torso.
targeted by police. However, I don’t feel in the parking lot, which is already very
that they will protect others who are poorly designed.
unlike me.

Negative Interactions with Police and Security

I have seen a video of a police officer at There was a time last school year when In the 7 something fights that did
my school body slam another student, some kids got into a fight and the happen in my 3 years of being in that
who was not visibly fighting back. campus police pepper sprayed them school, I always end up hearing about
Additionally, the police are allowed to and you could smell the pepper spray innocent students who were standing by
pepper spray students, which can be throughout the campus. getting pepper sprayed. I also have seen
a health issue for those with asthma. I two Black students get body slammed by
have seen this happen in a crowded area, There was an incident where a student police. . . . one is from I think last year of a
exposing it to multiple students. was targeted at school by 5+ officers boy who I think was in a fight. People had
saying he looked like he had something recording of it on their phones, mostly
. . .They stormed into the classroom I was on him. The student kept repeating that Snapchat. Last I recalled both students
in during a hard lockdown and it was he didn’t have anything on him. All 5+ were disobeying rules but that does not
scary. officers used unnecessary force to search justify such violence. I saw two white
him down and he didn’t have [anything]. boys get in a fight and I didn’t see them
Other students started to “boo” at the get body slammed. I’m really not sure
Police were trying to break up a fight and
officers and that’s when the officers of this but it seems as if people of color
suddenly used mace on a large crowd
decided to pepper spray the whole crowd more specifically Black students tend
of students (including those who were
of students nearby. to get bigger punishment for the same
spectating), resulting in a lot of students
actions as their peer counterparts.
waiting outside the nurse’s office to
receive help for their eyes. I heard a story about a cop going
undercover in schools to arrest kids I saw multiple male cops come into a
doing drugs. In the end, she intimidated female locker room and man handling
The police make me uneasy and unsafe,
a kid (who would not have done it a 14-year-old girl who had just been
as many of them are around before
otherwise) to do it, ruining his life. I think jumped. We were all crying and
and after school. One time when I
that cops hurt students more than they extremely infuriated.
was attending school with some of
my friends, during lunch in the quad, help us because they only know how
the police body slammed and pepper to respond with violence, and when it Students are met with physical restraint,
sprayed someone. . . Those practices comes to kids with drugs, all they can do pepper spray, body slammed, etc., when
shouldn’t be used on students at all. is arrest them, which only makes things there’s an issue which is unnecessary. It’s
worse. traumatizing.

I’ve seen officers using unnecessary

force in certain situations. In one fight between two students of When I was in high school, I really never
color, the Black female in the dispute had an interaction with a School Police
was body slammed by a police officer. Officer, but I always saw how wrong they
Students have been handcuffed and
In another fight tear gas was used to would treat other students. The way
treated poorly by the officers and it’s a
“deescalate” the situation and many they would talk in the school offices.
shame our school has more officers than
student and faculty bystanders were They would use a lot of inappropriate
mental health resources.
affected. Police officers at schools do words that no one should use in front of
not work to discourage students to get students.
There have been times where students into physical altercations and therefore
have been tackled and pepper sprayed on it is necessary for schools to consider
multiple occasions as the police’s way of implementing restorative justice
diffusing a situation. practices.

28 | Arrested Learning: A survey of youth experiences of police and security at school Clark County, Nevada
New York City Public Schools
New York
New York City,
New York

“
Recent survey data has demonstrated that New York City
public schools subject Black and Brown young people to Students should not fear...we should
unrelenting racist and abusive policing at school. Young not [be] worried about officers. We
people experience a traumatizing environment, in which: should have peace and freedom.

• 91% of all arrests at school are of Black and Latinx young This system is discriminatory and costly. New York City
people,1 despite these students being only 66% of the funnels hundreds of millions of dollars into the school-to-
enrolled population;2 prison-and-deportation pipeline each year. In 2021, the
• Survey data shows that police verbally, physically, and NYPD School Safety Division (SSD), which employs school
sexually harass students and push them into the criminal police known as “School Safety Agents,” was allocated
legal system at shocking rates; and, $451.9 million—an increase of nearly $70 million over
• More than two thirds of students surveyed agreed or the previous five years.3 The overrepresentation of Black
strongly agreed that police should be removed from students in incidents with school police is staggering:
schools. Black students make up 26% of enrollment but 59% of
arrests, while white students are vastly underrepresented
in every type of interaction with school police.4

“ They make me feel uncomfortable To uncover information about students’ experiences,

interactions, and feelings about police at school, the
and they right away assume that I did Urban Youth Collaborative (UYC) fielded in-depth surveys
something wrong. with 174 young people at the end of 2020 and early 2021.

New York City Public Schools, New York Arrested Learning: A survey of youth experiences of police and security at school | 29
Survey findings in New York City Public Schools reveal that:

Interactions with school police are common Respondents have experienced a pattern of
and often harmful. disturbing behavior in which school police:*
• Prevent young people from learning while at school, for
Of those with police at school, 60%
example by taking students out of a classroom (44%)
of respondents reported having
• Bully, abuse, and traumatize young people, for example by:
experienced, or having known someone
who has experienced, at least one type of – Verbally harassing or making fun of students (17%)
negative interaction with school police. – Physically assaulting students (7%)
• Invade young people’s physical autonomy, for example by:
The share of Black respondents who – Physically searching students (other than walking
reported having or knowing someone through a metal detector) (33%)
who had a negative interaction was even – Restraining students (21%)
higher (78%). • Force young people into the criminal legal system and
advance punitive techniques, for example by:
More than a quarter of respondents have – Arresting students (18%)
experienced feeling targeted by police based on an – Responding to a mental health crisis (18%)**
aspect of their identity. – Issuing tickets to go to court (12%)
28% of respondents have felt targeted by police based – Responding when a student misses school (14%)
on race, primary language, sexual orientation, or gender – Issuing juvenile reports (9%)
identity, including identity as transgender, gender non-
• Sexually harass young people (3%)
conforming, and intersex.

Overwhelmingly,
students value 76% of respondents selected
more support and “dedicated youth led Only 10%
programs to increase access selected police
resources over police. to college and financial aid”

When asked what they would 75% selected “mental health

supports”
like to see more or better
quality of at school, students 72% selected “safe/
overwhelmingly comfortable place to
hang out with friends”
selected resources, programs,
and supports—not police.

Strong relationships with peers and educators

make youth feel safe at school.
* Percentages refer to respondents who reported having experienced, or
having known someone who has experienced, negative interactions with
When asked what makes respondents feel safe (when school police.
physically attending school), 82% selected friends and ** We believe it is always inappropriate for school police to respond to
mental health crises.
69% selected teachers.

30 | Arrested Learning: A survey of youth experiences of police and security at school New York City Public Schools, New York
Background
District Policing in New York City
Demographics The issue of policing in schools exists within the broader context of police
abuse in the community. The New York City Police Department (NYPD) employs
Serving 1,126,501 students
approximately 36,000 officers and 19,000 civilian employees.8 Organizers have
across 1,866 schools, the
long highlighted the devastating impact of the NYPD’s history of discriminatory
NYC school system is the
policing practices that target low-income communities of color, youth, members
largest school system in
of the LGBTQ community, the unhoused, people with mental health issues, street
the United States.5 The
vendors, and sex workers.9
student body is: Latinx
(41%), Black (25%), AAPI In the summer of 2020, following the murder of George Floyd when thousands
(16%) and white (15%).6 13% of New Yorkers took to the streets in protest, the New York state legislature
of students are English passed the historic repeal of 50-a, which had “served to hide police misconduct
Language Learners, 20% are and discipline from the public.”10 This victory was built on years of organizing by
students with disabilities, a statewide coalition led by Communities United for Police Reform. In response
and 73% are “economically to widespread calls to defund the NYPD and to remove “school safety agents”
disadvantaged.”7 from schools, Mayor de Blasio claimed that he cut $1 billion from the police
department for the 2021 budget. However, after the final budget was made
public it was revealed that much of the supposed cuts were not in the approved
budget. For example, Mayor de Blasio claimed to cut over $300 million by
transferring school safety agents from the Police Department to the Department
of Education (DOE). This would have been meaningless in practice because it
maintains the current system of police in schools, but it also never happened.11
The mayor, along with some city council members, again proposed a transfer
of school safety agents from the NYPD to DOE in the 2022 budget—a move
opposed by NYC groups fighting for police-free schools.12

For Black and Brown young people, there is no escape from police abuse,
whether in their communities or at school. Youth see no difference between the
police who harass, oppress, and surveil them in the streets from those doing so
at school.

New York City Public Schools, New York Arrested Learning: A survey of youth experiences of police and security at school | 31
Policing in NYC Public Schools
Police Presence in NYC Public Schools
The intentional embedding of the NYPD in school discipline in NYC can be traced back to 1998 when then-Mayor Rudolph
Giuliani moved responsibility for school security from the then-Board of Education to the NYPD as part of his broader “law
and order” campaign. This invasion of police into public schools continued in 2003 when then-Mayor Michael Bloomberg’s
administration promised to bring down the full force of the NYPD on schoolchildren through enhancing invasive security
measures, increasing the presence of NYPD School Safety Agents, doubling the number of permanently assigned
uniformed and armed police officers in certain schools, and policing common youthful behaviors such as cursing. This
approach explicitly brought “broken windows” policing—a form of policing which prioritizes criminal punishment for low-
level infractions—from the streets into the classroom.13

Today, the NYPD employs 5,511 staff14 in schools across the city.15 The DOE provides funding to the NYPD to employ
school safety agents, and the vast majority of funding for the SSD is dedicated to the personnel costs of these agents.16

32 | Arrested Learning: A survey of youth experiences of police and security at school New York City Public Schools, New York
The Criminalization of Black and Brown Young People
The overall number of incidents involving school police increased steadily from 9,385 incidents in 2016 to 11,179 in 2019.17
Data on police interactions shows a disproportionate number of incidents between police and Black and Latinx students
across every category, though there is no evidence to suggest that young people of different races behave differently.18
For example, Black students make up 26% of enrollment in NYC schools, but account for 59% of arrests. White students
comprise 15% of enrollment but are vastly underrepresented in every type of interaction.19

Mean Percentage of Each Racial/Ethnic Group for Each Interaction Over Time, 2016–20

Student Population 26% 41% 16% 15%

Arrests 60% 31% 4% 4%

Child in Crisis 48% 40% 6% 6%

Juvenile Reports 52% 38% 4% 6%

Mitigated 59% 30% 4% 6%

Summons 54% 38% 3% 4%

Total Police Interactions 54% 35% 4% 5%

Black Latinx AAPI White

Money Spent on Policing in NYC Public Schools

In 2021, the city allocated $451.9 NYC Adopted Budgets to Fund Police in
million to the SSD. This budget New York City Schools (In Millions of Dollars)22
has grown steadily over the past
five years—an increase of nearly $451.9m
$70 million from 2017 to 2021.20
$425.6m
Compared to the 5,511 NYPD SSD
personnel, there are only 1,434 $382.7m $382.8m $389.1m
nurses, 1,804 social workers, and
2,952 guidance counselors in the
2022 preliminary budget.21
FY17 FY18 FY19 FY20 FY21

New York City Public Schools, New York Arrested Learning: A survey of youth experiences of police and security at school | 33
Community Organizing Context
One of the organizations leading the UYC fielded in-depth surveys with 174 young people
fight for police-free schools in NYC is between December 2020 and January 2021. The survey
the Urban Youth Collaborative (UYC), led was designed to uncover information about students’
by young people and whose membership reflects Black experiences, interactions, and feelings about police and
and Brown students directly impacted by the presence of security at school. Findings show that police at school
police in schools. In recent years, UYC has won citywide do not make students feel safe; that interactions and
reforms to address the full consequences of the school- sightings of school police are common, frequent, and
to-prison-and-deportation pipeline in NYC. Since 2019, often harmful; that students go through metal detectors
UYC’s work with local allies has resulted in a reduction regularly, and many have negative experiences with
of the maximum number of days given in suspensions them; and that students overwhelmingly favor additional
from 180 to 20, the hiring of more student support staff, supports and resources over more police.
citywide restorative justice practices, and changing
school police policies to limit the use of handcuffs.23
The long-term impact of their work is also reflected in
the data in which (while acknowledging the impact of
COVID-19) showed an 82% reduction in the number of
arrests and an 84% reduction in the number of court
summons issued in schools between the 2016–17 and
2019–20 school years.24

34 | Arrested Learning: A survey of youth experiences of police and security at school New York City Public Schools, New York
Youth Survey Findings

1 Police at school do not make students feel safe.

Police at school do not make students feel safe, More than a quarter of respondents have
especially compared to other people they interact experienced feeling targeted by police based on an
with at school, like teachers and friends. aspect of their identity.

When asked what makes respondents feel safe (when Of those with police at school, 28% of respondents have
physically attending school), felt targeted by police based on race, primary language,
sexual orientation, or gender identity, including identity as
82% selected friends
transgender, gender non-conforming, and intersex. 20%
69% selected teachers of respondents felt targeted based on race.

24% selected police

The percentage of Latinx and Black respondents

Of respondents with police at
who selected police was even lower (20% and 22%,
school, more than a third (35%)
respectively).
are armed with guns.

New York City Public Schools, New York Arrested Learning: A survey of youth experiences of police and security at school | 35
 Interactions with and sightings of school police are common,
2 frequent, and often harmful.

“
Most respondents reported having experienced, or
having known someone who experienced, at least I’ve seen incidents where
one type of negative interaction with school police.
police have been called in for
Of those with police at school, 60%
of respondents reported having
mental health crises, and it
experienced, or having known someone hurts because the way they
who has experienced, at least one type of
negative interaction with school police. handle us is not right. Why
do they feel it is necessary to
The share of Black respondents who
reported having or knowing someone handle us this way?
who had a negative interaction was even
higher (78%).

Respondents have experienced a pattern of disturbing behavior in which school police:*

Prevent young people from learning while at Force young people into the criminal legal
school, for example by system and advance punitive techniques, for
• Taking students out of a classroom (44%) example by:
• Arresting students (18%)
Bully, abuse, and traumatize young people, for
• Responding to a mental health crisis (18%)**
example by:
• Issuing tickets to go to court (12%)
• Verbally harassing or making fun of students
(17%) • Responding when a student misses school (14%)
• Physically assaulting students (7%) • Issuing juvenile reports (9%)

Invade young people’s physical autonomy, for

example by: These types of interactions can have devastating
• Physically searching students (other than impacts for young people. One study found that
walking through a metal detector) (33%) experiencing an arrest for the first time in high school
• Restraining students (21%) nearly doubles the odds of a student dropping out,
and a court appearance nearly quadruples the odds
Sexually harass young people (3%) of a student dropping out.25 A series of recent studies
reveal that biased treatment caused youth of color to
lose more trust for school officials compared to their
* Percentages refer to respondents who reported having experienced, or having white peers, which was further correlated with reduced
known someone who has experienced, negative interactions with school police.
** We believe it is always inappropriate for school police to respond to mental
college attendance.26
health crises.

36 | Arrested Learning: A survey of youth experiences of police and security at school New York City Public Schools, New York
“ I felt unsafe because they had too many police officers in my school and there were also two police
precincts near our school. They also had metal on the windows and the school does not look like an
educational building from the inside. Officers will always walk around hallways and interrupt classrooms
as if they were looking for something.

The majority of respondents see police on at least a More respondents have daily interactions with
daily basis. police than they do with guidance counselors,
social workers, and school nurses.
Of respondents with police at
school, 81% saw police at school at Of respondents with police
least once daily. at school, 7% reported daily
interactions with school nurses,
social workers, and guidance
counselors, compared to 22% of
respondents who interact daily with
police.

Research shows that over time, the mere presence of police may have psychological effects on students’ “nervous and
immune systems that may result in anxiety, restlessness, lack of motivation, inability to focus, social withdrawal, and
aggressive behaviors.”27 Community studies suggest these adverse consequences are compounded when a person
perceives that the negative interaction is motivated by race.28

New York City Public Schools, New York Arrested Learning: A survey of youth experiences of police and security at school | 37
 Students go through
3
metal detectors regularly,
and many have negative
“ It’s annoying and very aggressive for
no reason especially folks who wear
hijabs are forced to remove them.
experiences with them.

Half of all respondents (51%)

report going through metal
“ The hand wand or metal detector
sometimes goes off and they still
have to pat you down. Sometimes
51%
detectors at least daily.
the police are aggressive at the
metal detectors especially when the
students like me don’t understand
English. Students are the only ones
Of those required to go through metal detectors, that need to go through the metal
nearly all respondents reported that students are detectors. And the cops don’t want
required to go through metal detectors, but that
teachers and other staff are less likely to face the people lingering around the metal
same requirement. detectors once you pass through
Of those who are required to go through metal detectors, them and they yell to get people away.
99% reported that students are required to go through metal
detectors

99%

14% reported that teachers, and 11% who reported that school
staff, have to go through metal detectors

14% 11%

2% reported that police have to go through metal detectors.

Going through metal detectors is experienced as an

invasive process for respondents.

For example, of those who go through metal detectors,

63% have been made to take off their shoes, belt,

jewelry, or other articles of clothing;

56% have been scanned with a wand;

53% have been physically searched; and
42% have had their belongings taken.

38 | Arrested Learning: A survey of youth experiences of police and security at school New York City Public Schools, New York
 Overwhelmingly, students value more support and resources
4 over police and security.

Studies show that investments in counselors,29 mental health resources,30 and restorative justice31 contribute to school safety,
yet there is no substantial evidentiary support for the proposition that police presence in schools and suspensions create
safe learning environments.32

The majority of students think police should be Although the majority of respondents value other
removed from schools. school personnel over police, most students think
there are more police at school than nurses or
68% of respondents agreed or strongly guidance counselors.
agreed with the statement: “Police
should be removed from my school Of those with police at school, 74%
and my school should have more of respondents said they think their
support and resources for students school has more police than guidance
counselors
(for example up to date books, more teachers, academic
services, counseling, health, restorative practices, etc.)” 86% of respondents said they think their
school has more police than school
nurses.
Students would rather increase funding for
resources like teachers, nurses, social workers, and
mental health supports over police.

“
When asked to rank investments in order of
priority, most students ranked teachers and Police don’t have to be
mental health supports as the highest priorities
at the school, I don’t feel
(22% and 49% ranking these options as #1,
respectively). like they serve any actual
By contrast, 76% of respondents ranked police as the purpose…
lowest priority.

When asked what they 76% of respondents

would like to see selected “dedicated youth
led programs to increase
more or better quality access to college and
of at school, students financial aid” Only 10% selected police
overwhelmingly
75% selected “mental health
selected resources,
supports”
programs, and supports—
not police. 72% selected “safe/
comfortable place to
hang out with friends”

New York City Public Schools, New York Arrested Learning: A survey of youth experiences of police and security at school | 39
Recommendations
The young people who are most at risk of harm due to harsh policing policies are uniquely situated to re-imagine school
environments. This report highlights the vision for safe, supportive, and inclusive schools developed by youth leaders
with UYC.

This is Our Youth Mandate:

I Divest from Youth Criminalization
A Remove all police personnel from New York City
public schools. Do not transfer their supervision to the
Department of Education.
B Remove all metal detectors, scanners, and invasive
security measures from New York City public schools.
C Remove NYPD from responding to mental health crises
in schools and from entering schools for any school
related matters.
D End all zero tolerance policies and practices, and
prohibit arrest, summons, and juvenile reports
non-criminal violations and misdemeanors, which
disproportionately impacts Black and Brown young
people.

II Invest in Youth Care

A Fully fund and implement restorative practices at all
schools by 2022.
B Fully fund and increase school support staff, including
guidance counselors, nurses, social workers, restorative
justice coordinators, and academic and social support
staff.
C Establish a system wide mental health continuum and
increase funding for mental health supports for all
students.
D Ensure all students have access to:
• Culturally responsive education;
• High-quality and comprehensive selection of sports,
arts, and elective courses; and,
• College Access supports, including Student Success
Centers.

40 | Arrested Learning: A survey of youth experiences of police and security at school New York City Public Schools, New York
Storybook
General Feelings about Police and Security

The [police] are so loud and are constantly They make me feel uncomfortable, I feel unsafe because of the idea of having
yelling in our faces, which doesn’t feel safe and they right away assume that I did someone with handcuffs interacting
to me. something wrong. [with] youth and making them seem
like trouble makers. It intimates youth.
I feel unsafe because they scare me Some police in the schools are really rude If I joke or talk about police, they will
a lot. They look really mean, which is to students, and they don’t make students confront the idea like “I’m the police,
concerning. feel welcome. you are the student,” you know? They
humiliate people, what they call “protocol”
is unacceptable for students, especially
Students should not fear... We should not Police judge the actions of students based
around mental health and it instills fear.
[be] worried about officers. We should on what other students have done.
have peace and freedom.
I believe police don’t make us feel
Clearly, if there are police in school comfortable in our schools. They
it sends a message that kids can’t be are only there to police us and white
trusted. neighborhoods don’t get the same
treatment which makes me feel like they
only hurt POC.

Negative Interactions with Police and Security

I’ve seen incidents where police have been While I don’t experience police I think some like to act tough sometimes,
called in for mental health crises, and it harassment because I’m white passing, to make others feel intimidated. When I
hurts because the way they handle us is my peers have. My friends who are Black get out of a class and if [I’m] 10 minutes
not right. Why do they feel it is necessary have experienced being stopped and late they start to ask questions—”What is
to handle us this way? questioned on their way back to school it that you are doing here?”—very loudly.
from lunch while the rest of us don’t.
[My current] school. . . is not filled with There was this incident where there was
police or heavily rely on calling them, but I felt unsafe because they had too many a fight and the security guard choked a
before I attended that school, I attended a police officers in my school and there girl out and they had to navigate the court
school in the Bronx and it was completely were also two police precincts near system. The whole school was aware.
different, more police than guidance our school. They also had metal on the
counselors, the cops were called for a lot. windows and the school does not look [I] feel like there are a lot of police,
I was suspended for more than 30 days like an educational building from the sometimes [I] cannot eat because they are
because I supposedly assaulted a cop who inside. Officers will always walk around there watching. People say they are there
was called to stand guard at a door as hallways and interrupt classrooms as if to protect students but they are targeting
me and my mom were arguing over a cell they were looking for something. students. They also have weapons and we
phone the school took from me. I walked cannot do anything if they do something
out of the room and the cop stood right There was this one time when [I] was in to us with the guns.
in front of the door so when the door shut 7th grade, our book bags were checked by
it closed in her face, nobody hit her, the police and teachers in our school. We had
door didn’t hit her but I was grabbed and to line up outside.
suspended for assault.

New York City Public Schools, New York Arrested Learning: A survey of youth experiences of police and security at school | 41
Experiences with Metal Detectors

I am upset that one time walking through When people are late to school it is so It was very uncomfortable and frustrating
a metal detector, they took away my art confusing and they give you attitude and that as a student I had to go through that
supplies and perfume and it took me 2–3 ask you questions and we have to give our process
days to get it back. I had a Spanish project phones and it makes me uncomfortable
the same day they took my items away because what if they lose it? They once Metal detectors scared me because they
and I couldn’t do the project. Luckily, my almost did… I remember someone will discriminate [against] us, especially
teacher spent money out of pocket on arts brought a Snapple and it broke and they people of color.
supplies for the students and I was able to were being mean to her and it’s just
still do my project. humiliating. I fear that I can’t bring my
Metal detectors make me feel really
personal belongings to school because I
uncomfortable, [especially] to girls. There
They take forever and they make me late may never get it back. There is a store that
was one day that one of my friends was
to class. we have to pay a dollar every day because
carrying women’s products for her period
of scanners so that they can hold our
and she got ashamed in front of others
phones that we need.
It was an unnecessary process and [when] going through the metal detectors.
invasion of peoples’ privacy. My scissors
were taken from me and they were for I feel like they pick and choose who they
Metal detectors are so annoying because
school. want to search more.
they will make students be late to class
or even miss periods and during cold
The metal detector process has a heavy The lines are crazy in the morning and weather [it] is annoying to wait or make
presence of police. I felt they were very often make me late for class. the line outside the school building just
mean and aggressive. to go in.
Any little thing sets off the metal
The process doesn’t make me feel good. detectors and [I] often have to go through It takes way too long. . . It is absolutely
the metal detectors several times, which ridiculous to me and should be taken
make me late for class. Nothing can go away.
One time, my friend and I were trying to
through the metal detectors because
go through the metal detectors and my
everything sets it off.
friend had a glass yogurt and the cops at I feel that metal detectors criminalize
the metal detectors got aggressive and students and they try to put us down.
mean, all to tell her to throw it out. This I don’t enjoy going through the metal
really upset my friend and she felt less detectors. It takes a lot of time through
Metal detectors make me feel that we
than for the rest of the day. the morning. It makes me nervous and
[are] untrusted because they think we are
causes anxiety and for me to be late
going to commit a crime.
because I don’t know what they will
In my opinion the metal detectors are
take and if they will take my markers
unjust because only the students and Metal detectors would go off for any metal
or belongings. It affects my grades and
visitors have to go through them. . . it does object and that would be an excuse for
relationships with teachers by making me
not make me feel safe, it only makes me them to treat me as a criminal.
late in the mornings. I don’t like it.
feel discriminated against.

I feel like it’s traumatizing not just for me Some students get patted down often.
It’s weird that only the students need to It is not clear why but they are the same
but for others. I had to experience that
go through the metal detector. group of students.
in middle school, like why did we have
to experience this every day? I feel like
One time, police wanded me and asked it is unnecessary and does not have to It’s annoying and very aggressive for no
me to pull my shirt up, and it was very happen. reason especially folks who wear hijabs
uncomfortable for me because they were are forced to remove them.
treating me as if I was stealing something.
The process of going [through] metal
detectors makes me feel that I didn’t have They sometimes double check even if it
I really do not like the hassle that it takes a say and I feel I was forced to go through seems like you really have nothing in your
to go through the metal detectors every them just for me to go to my class and belongings. If something shows up, they
day. It is really useless and stops high learn. will look through to make sure. My school
schoolers from simply being ourselves. did not allow [us] to bring reusable bottles
They keep us outside in the freezing or any bottled water if it was open.
cold, snow storms and all. The metal
doctor process is really traumatizing and It’s not fair that staff and teachers don’t
disgusting. have to go through like students.

42 | Arrested Learning: A survey of youth experiences of police and security at school New York City Public Schools, New York
They checked my guitar bag to see if I had The fact that students have to go through Other people have been patted down.
a gun. the metal detectors every day, yet staff When you go through scanners you have
and teachers can just walk right by to take off your belt and it is the first thing
Going through metal detectors makes me doesn’t make the school safer but does you hear.
feel uncomfortable, especially because the exact opposite.
I often have to go through the metal The metal detectors don’t feel normal,
detector several times because everything The hand wand or metal detector they feel like high level technology that is
sets it off and in the end [they] pass the sometimes goes off and they still have not meant for us because we are kids.
wand to not find anything, which just to pat you down. Sometimes the police
takes up my breakfast time. are aggressive at the metal detectors
especially when the students like me don’t
When the metal detectors keep going off understand English. Students are the only
on one student they are pulled to the side ones that need to go through the metal
and have to be wanded/patted down. I detectors. And the cops don’t want people
have had a friend who had to wait to be lingering around the metal detectors once
wanded down for 30+ minutes. you pass through them and they yell to
get people away.

New York City Public Schools, New York Arrested Learning: A survey of youth experiences of police and security at school | 43
Salem-Keizer Public Schools
Oregon Salem and Keizer,
Oregon

On March 9, 2021 the superintendent of Salem-Keizer The school district has an opportunity to act now to truly
Public Schools (SKPS) announced that she would not re-imagine school safety. To do so, it must eliminate all
renew contracts for School Resource Officers (SROs). policing of young people in schools, dismantle the school-
This change is a direct result of the many years of Black to-prison-and-deportation pipeline, and invest in education
and Brown young people fighting for safe and supportive services and supports that meet the real needs of SKPS
schools free of police presence. Despite this victory, the students.
superintendent went on to explain that there may be a
To uncover information about students’ experiences,
“formal relationship with law enforcement or a contract
interactions, and feelings about police and security at
with law enforcement moving forward.”1 In fact, there is at
school, Latinos Unidos Siempre (LUS) fielded in-depth
least one current contract between police and the school
surveys with 150 young people at the end of 2020 and
district that was signed in February 2021.2
early 2021.
Recent survey data has demonstrated that police have no

“
rightful place in SKPS and that their presence, in any form,
subjects Black and Brown young people to an unrelenting I just feel like things would be way
racist and abusive system of policing and police culture.
better in schools if cops weren’t
In addition to school police, the use of security guards to
control young people, coupled with the lack of investment there—it would be a better experience
in support services, perpetuates the school-to-prison-and- for students of color. We already have
deportation pipeline.
to worry about other [stuff] outside
of school, we shouldn’t have to deal
with racist cops in a building where we
need to be learning, not being policed.

44 | Arrested Learning: A survey of youth experiences of police and security at school Salem-Keizer Public Schools, Oregon
Survey findings in Salem-Keizer Public Schools reveal that:

Overwhelmingly, students value more Police and security at school do not make
support and resources over police and students feel safe.
security.
When asked what makes respondents feel safe (when
When asked to rank investments in order of
physically attending school),
priority, most students ranked teachers and
mental health supports as the highest priorities 85% selected friends
(33% and 48% ranking these options as #1,
53% selected teachers
respectively).
3% selected police
By contrast, 92% of respondents ranked police as the
16% selected security guards
lowest priority.

The majority of respondents have been targeted by

The vast majority of respondents think police police based on an aspect of their identity.
should be removed from schools.
63% of respondents have felt
86% of respondents agreed (24%) targeted by police based on
or strongly agreed (62%) with race, primary language, sexual
the statement: “Police should be orientation, or gender identity,
removed from my school and my including identity as transgender,
school should have more support gender non-conforming, and
and resources for students.* intersex.

Interactions with school police and security

are common, frequent, and often harmful.

Of those with police at school, 88% of respondents

“ Police appear randomly at my school.
It is a majority white school. I am the
only Black student in my grade. I don’t
reported having had or knowing someone who has had feel safe with police in school because
at least one type of negative interaction with school
police—for example, being taken out of a classroom,
it seems that they like to intimidate
being arrested, or being given a ticket to go to court. me more than they do my peers. I feel
Of those with security at school, 87% of respondents
like an easy target. When they make
reported interactions with security guards (other than just eye contact with my friends, they
seeing them in or around the school) at least once in an smile. When they make eye contact
average month.
with me, it seems more scary. My
friends mostly feel safe with police but
I don’t.
* This question was not limited to just those police called School Resource Officers.

Salem-Keizer Public Schools, Oregon Arrested Learning: A survey of youth experiences of police and security at school | 45
Background
District
Policing in Salem and Keizer
Demographics The issue of policing in schools exists within the broader context of police abuse
The Salem-Keizer school in the community. Salem’s Black residents have experienced harassment by
system is made up of two the Salem Police Department (SPD) for years.6 A recent report found that Black
cities: Salem and Keizer. residents were overrepresented in police stops—at a rate that was double their
Salem-Keizer Public Schools share of the total population.7 In the spring and summer of 2020, thousands
(SKPS) is the second-largest took to the streets in protest against police brutality after the murder of George
school district in Oregon, Floyd,8 generating even broader public awareness of the department’s racist
serving 40,438 students culture. During the protests, Salem police used tear gas against protesters.9
across 65 schools.3 The In addition, substantial media attention was directed to a video of a street
student body is majority protest in which a Salem police officer discretely warned armed white men to
people of color—white vacate sidewalks before police began more harshly enforcing the curfew for
students represent 43% of the protestors.10 Despite data and community testimonials about racist policing, the
student body. Latinx students SPD lacks public accountability: a recent report found that the Salem Community
represent the largest group of Police Board, set up to review civilian complaints, has not completed a case
students (44%).4 Seventeen since 2015, in which the officer involved was cleared of wrongdoing.11
percent of students are English
For Black and Brown young people, there is no escape from police abuse,
language learners and 70%
whether in their communities or at school. Youth see no difference between the
of students are considered
police who harass, oppress, and surveil them in the streets, and those doing so
to be “economically
at school.
disadvantaged.”5

46 | Arrested Learning: A survey of youth experiences of police and security at school Salem-Keizer Public Schools, Oregon
“ I feel traumatized by them and
purposely avoid seeing them or
interacting with them.
Marion County
Juvenile
Department
When youth are arrested
on school grounds they are

Policing in SKPS sent to the Marion County

Juvenile Department (MCJD),
making it a key institution in
Police and Security Presence in SKPS the SKPS school-to-prison
pipeline. Youth of color
Police presence in SKPS was first established in 1968. It began with one part- make up 48% of those who
time officer, and expanded steadily through the 1970s. Many districts began have contact with MCJD.23
school policing around this same time as a backlash to desegregation efforts According to the Marion
and student organizing during the Civil Rights Movement.12 In 1980, the school County Juvenile Justice
district began to pay for two sheriff’s deputies assigned to schools in the district, Information System, 53% of
and more federal funding became available for additional officers.13 In the 1990s, all admissions to juvenile
as more Latinx families moved into the area, the district pushed through gang detention are due to
intervention policies which played on a racist trope that Latinx young people probation violations.24
are in gangs. For example, a school district gang intervention manual included
descriptions of clothing, slang, and symbols that they claimed were associated MCJD provides juvenile
with gangs, which included many common Spanish words and Mexican cultural support programming on a
symbols.14 At this time, Latinx communities began organizing to remove police range of issues including
from schools.15 family support, skilled
work “opportunities,”
The SKPS SRO program, which was finally ended in March 2021,16 relied on substance abuse treatment
contracts with the SPD and the Keizer Police Department (KPD) to station 11 and recovery, and shelter
police officers (known as SROs) within the district’s schools. Six of these officers through the Guaranteed
were based at each of the district’s six high schools, while the other five were Attendance Program.25 In
assigned to two local middle schools.17 Additional enforcement for SKPS was order for youth to receive
provided by the Marion County Sheriff’s Office, the county in which both Salem services through these
and Keizer are located.18 School board members have stated on record that programs they must be
SKPS spent $1 million annually on the SRO program.19 under the supervision of the
MCJD and must agree to
While ending the SRO contracts will significantly limit the presence of police
a strict set of conditions.26
in schools, this is not sufficient to end the school-to-prison-and-deportation
This places them at greater
pipeline. SKPS already has at least one other contract with police20 and
risk of criminalization and
the superintendent indicated there may be additional contracts with police
incarceration if they fail
departments forthcoming.21
to meet the conditions,
In addition to SROs, SKPS employs security officers who make up the rest of the potentially limiting
school district’s security and enforcement personnel infrastructure.22 The district enrollment and access to
does not provide information on how much it spends on school security guards these programs.
or surveillance equipment.

Salem-Keizer Public Schools, Oregon Arrested Learning: A survey of youth experiences of police and security at school | 47
The Criminalization of Black and Brown Young People
In Marion County, Latinx young people consistently face chief recently provided Salem city councilors a summary of
harsher consequences in the criminal legal system than student arrests at schools from January 2017 to December
their white peers.27 Their cases involve secure detention 2018. News reports concluded that the data shows, “nearly
more frequently, they have charges filed against them all arrests have been at McKay and North, the most racially
at higher rates, and they are diverted from the criminal diverse and poorest high schools in the district…. At McKay
legal system at lower rates than their white peers.28 Native there were 25 arrests during that time period compared to
American and Black young people are referred to juvenile one at Sprague [a majority-white school].”30
court at startlingly higher rates than their white peers (3.9
Further, the US Department of Education’s civil rights
and 2.2 times more often, respectively).29
data for SKPS shows that Latinx students comprise a
The public has been afforded a few glimpses into school- disproportionate number of expulsions relative to their
specific policing data that provide additional confirmation of number in the overall student body: Latinx students make
these biased trends, even though no data has been made up 51% of expulsions despite only accounting for 40% of
publicly available by the school district. A deputy police the school district’s student population.31

Child Abuse and Sexual Violence Response

SKPS often cites the need for police to respond to There are mountains of evidence that police and the
child abuse cases as an argument for continuing police criminal legal system are not effective in addressing cases
involvement with the school district.32 This argument fails to of child abuse or sexual violence, let alone supporting
acknowledge a few critical truths. survivors and their healing.36 Instead, the methods used
by community organizations are far more effective in
Police are often perpetrators of abuse.33 Across the
supporting abuse survivors.37 Community organizations
nation, “[a]fter excessive force, sexual misconduct is the
that focus on supporting survivors of child abuse, sexual
second-most-common complaint against cops.”34 In fact,
assault, and domestic violence can listen to what a
a 2015 study found that, “over a 10 year period, an officer
survivor is seeking and match services to that need.
was caught in a case of sexual misconduct every five
Community organizations can support young people in
days.”35 As the survey results reveal, this horrific dynamic
navigating available resources, provide safe spaces for
exists within Salem-Keizer Public Schools as well. One
them to heal, and work to understand and respond in
out of every 11 young people who responded to the
ways that are tailored to the individual circumstance.
survey had been sexually harassed by a school police
officer or personally knew someone who had. Of the Instead of funding police to respond to child abuse
four districts surveyed for this national report, SKPS had cases, the district should use those dollars to increase
the highest rate of sexual violence at the hands of school the number of school social workers, counselors,
police. In addition, nearly 40% of respondents had been, psychologists, and nurses trained to identify and support
or personally knew someone who had been, verbally survivors of child abuse. They could also bring in qualified
harassed or made fun of by school police, and just community organizations with expertise in child abuse
over 1 in 6 respondents reported that school police had issues. Both of these alternatives would prioritize the
physically assaulted young people. health and safety of young people rather than pushing
them into a criminal legal system that is ill equipped to
provide the support and healing they need.

48 | Arrested Learning: A survey of youth experiences of police and security at school Salem-Keizer Public Schools, Oregon
Threat Assessments

“
Another reason often cited by the school district to
justify their continued reliance on police is for “threat
[I] feel [I’m] in a box because [I have] a
assessments,”38 which “vary widely, but typically involve disability and always feel targeted.
a small group of school personnel, including a school

“
police officer, discussing a student whom someone has
identified as a potential ‘threat’” before a violent act
I was in school for not even 30
occurs.39 SKPS created a process for “threat assessments,” minutes, I got called out of my credit
which has been implemented by districts across the recovery class and got sent to the
country.40 These assessments often target Black and
Brown young people.41 Referrals for threat assessments
behavior specialist and got called a
trigger an intensive investigation into a student’s life and gang banger because of my belt. I got
can result in students being “ostracized, stigmatized and racially profiled for how I dressed—
profiled without any explicit or believable threat.”42 In
while the white girls in my school
2018 the Oregonian published the story of a high school
boy on the autism spectrum who was targeted by the would wear blue bandana and nothing
threat assessment investigation process, showing how would happen to them.
misguided and harmful these threat assessments can be.43
In this case, a casual non-threatening conversation with
another student, the young person’s clothing (including a
heavy coat which helped with the symptoms of his autism),
his lack of friends (likely the result of bias towards young
people with disabilities), his demeanor, and his benign
interest in weapons apparently caused his district to begin
a threat assessment. The student did not communicate a
threat to anyone. After the long and arduous investigation
process—which apparently followed the “gold standard”
of threat assessments in Oregon—the young person
dropped out of school.44

Federal data also show a pattern of discrimination in

the use of threat assessments. Schools with higher
proportions of students of color were more likely than
those with fewer students of color to report using threat
assessment teams.45 The federal government concluded
in its 2002 report that there is “no accurate or useful
‘profile’ of students who engaged in targeted school
violence.”46 Despite this finding, Black and Brown students
are repeatedly targeted for these threat assessments.
Currently available data indicates that Black students
are disproportionately referred for threat assessments.
Similarly, students with disabilities are substantially more
likely to be referred than other students.47

Salem-Keizer Public Schools, Oregon Arrested Learning: A survey of youth experiences of police and security at school | 49
Community Organizing Context
One of the organizations fighting LUS fielded in-depth surveys between December 2020
to dismantle the school-to-prison- and January 2021 with 150 young people who attend
and-deportation pipeline in Salem Salem-Keizer Public Schools. The survey was designed
is Latinos Unidos Siempre (LUS), to uncover information about students’ experiences,
a community-based organization that is led by young interactions, and feelings about police and security
people. LUS’s membership consists of young people of at school. Findings show that police and security at
color directly impacted by the presence of police and school do not make students feel safe; that interactions
the school-to-prison-and-deportation pipeline in Salem- and sightings of security guards and school police are
Keizer Public Schools. In recent years, LUS has been common, frequent, and often harmful; and that students
calling on SKPS leadership to end the presence of police overwhelmingly favor additional supports and resources
in schools as the first step to dismantling the school-to- over more police and security.
prison-and-deportation pipeline. LUS is also organizing
against systemic racism and organized white supremacy
in their community. LUS organizers have attended and
testified at school board hearings, hosted marches
and demonstrations, and are actively working with the
community and local organizations to dismantle and
abolish the school-to-prison-and-deportation pipeline.

50 | Arrested Learning: A survey of youth experiences of police and security at school Salem-Keizer Public Schools, Oregon
Youth Survey Results

1 Police and security at school do not make students feel safe.

Police and security at school do not make students The majority of respondents feel targeted by police
feel safe, especially compared to other people they based on an aspect of their identity.
interact with at school, like teachers and friends.
Of those with police at school, 63%
When asked what makes respondents feel safe (when of respondents have felt targeted
physically attending school), by police based on race, primary
85% selected friends language, sexual orientation, or
gender identity, including identity as
53% selected teachers
transgender, gender non-conforming,
3% selected police and intersex.

16% selected security guards

More than half of respondents (54%) have felt targeted
based on race and more than a quarter felt targeted
based on primary language (28%).

Of respondents with police at school,

59% reported feeling unsafe or very

59%
“
unsafe when they see school police.
Of respondents with security guards Because of [my] gender [I feel]
at school, 43% reported feeling that cops are staring at [me] all
unsafe or very unsafe when they see
security guards.
the time.

Of those with police at school,

more than two thirds (77%)
report that the police are armed.
“ Once this security was harassing
me and was mistaking me for
another student named Juan.
This was extremely racist, he kept
insisting that I was that student
and was asking me why I was
lying when I wasn’t.

Salem-Keizer Public Schools, Oregon Arrested Learning: A survey of youth experiences of police and security at school | 51
 Interactions with and sightings of school police and security
2 guards are common, frequent, and often harmful.

“
Sightings and interactions with school security
guards are common and frequent.
The presence of security
guards is really heavy in my
87% of respondents had interactions with security guards
(other than just seeing them in or around the school) at school. It’s obvious that police
least once in an average month. 75% of respondents and security guards are racist
reported interactions at least a few times per month.
and it shows on who they
target. In middle school I
100% of respondents saw security
guards in and around their schools got in trouble for something
at least once in an average month, that caused me to get in and
with the majority of respondents
reporting sightings multiple times
out of school suspension
each day. and instead of offering ways
(20% reported seeing security guards 2–5 times per day;
to help they just thought of
19% reported seeing security guards 6–10 times per day, punishment and I only got
and 38% reported seeing security guards more than ten
less punishment because a
times per day).
teacher advocated for me.

“ This one time the security Respondents have more regular interactions with
security guards than they do guidance counselors,
called me into the office and the social workers, and school nurses.
searched my backpack without
31% of respondents report interacting
even telling me that they were daily with security guards
going to search it because they Only 5% of respondents have daily
thought I had weed on me. The interactions with school nurses, social
workers, and guidance counselors
security guard physically pulled
me and forced me out of the room
when I told them I wasn’t gonna
let them search me. That same 40% of respondents have no
interactions with school nurses,
security guard ended up getting guidance counselors, or social
fired later on. He always made workers in an average month.
false accusations against POC.

52 | Arrested Learning: A survey of youth experiences of police and security at school Salem-Keizer Public Schools, Oregon
Respondents have experienced a pattern of disturbing behavior in which school police:*

Sexually harass young people (9%) Invade young people’s physical autonomy, for
example by:
Bully, abuse, and traumatize young people, for • Physically searching students (other than
example by: walking through a metal detector) (51%)
• Verbally harassing or making fun of students (38%) • Restraining students (39%)
• Physically assaulting students (18%) Force young people into the criminal legal
• Pepper spraying students (7%) system and advance punitive techniques, for
• Responding to a mental health crisis (16%)** example by:

Prevent young people from learning while in • Arresting students (40%)

schools, for example by • Responding when a student misses school (36%)
• Taking students out of a classroom (78%) • Issuing juvenile reports (35%)
• Issuing tickets to go to court (31%)

“ A police officer at school

once told me that he was
gonna lock me and my
“ Security guards are very
creepy. I have heard and
seen them flirt with
“ They are just creepy. I
think one of them got fired
for snapchatting girls at
friends up in juvenile, that girls many times and it’s school.
he was just waiting for the disgusting!
perfect time to do it.

Of those with police at school, most respondents Students see police constantly, including two thirds
(88%) reported having or knowing someone who of respondents who see police at school on at least
has had at least one type of negative interaction a daily basis.
with school police.
Of respondents with police at their school, 99% of
respondents saw police at school at least once a month
in an average month. Of these, 67% saw police at least
once daily.

Research shows that over time, the mere presence of police may have psychological effects on students’ “nervous and
immune systems that may result in anxiety, restlessness, lack of motivation, inability to focus, social withdrawal, and aggressive
behaviors.”48 Community studies suggest these adverse consequences are compounded when a person perceives that the
negative interaction is motivated by race.49

* Percentages refer to respondents who reported having experienced, or knowing someone who has experienced, negative interactions with school police.
** We believe it is always inappropriate for school police to respond to mental health crises.

Salem-Keizer Public Schools, Oregon Arrested Learning: A survey of youth experiences of police and security at school | 53
 Overwhelmingly, students value more support and resources
4 over police and security.

When asked what they 93% selected “culturally

responsive education”
would like to see more or
better quality of at school, 93% selected “mental
students overwhelmingly health supports”
selected resources, 88% selected “dedicated youth
Only 3% selected police
programs, and supports— led program to increase access
to college and financial aid” Only 12% selected
not police or security. security
88% selected
“guidance counselors”
84% selected “nurses”

82% selected “teachers

and/or learning specialists”

The majority of students think police should be Although the majority of respondents value other
removed from schools. school personnel over police, most students think
there are more police at school than nurses.
86% of respondents agreed (24%)
82% or respondents said they think their school has
or strongly agreed (62%) with
more police than school nurses.
the statement: “Police should be
removed from my school and my
school should have more support
and resources for students

Students would rather increase funding for

resources like teachers, nurses, social workers, and
mental health supports over police.
When asked to rank investments in order of
priority, most students ranked teachers and
mental health supports as the highest priorities
(33% and 48% ranking these options as #1,
respectively).

By contrast, 92% of respondents ranked police as the

lowest priority.

54 | Arrested Learning: A survey of youth experiences of police and security at school Salem-Keizer Public Schools, Oregon
Recommendations
The young people who are most at risk of harm due to harsh policing policies are uniquely situated to re-imagine school
environments. This report highlights the vision for safe, supportive, and inclusive schools developed by youth leaders with
Latinos Unidos Siempre.

This is Our Youth Mandate: Fund Education, Not Incarceration

I Divest from criminalization II Invest in Our Education
A Indefinitely divest from police A Adopt restorative justice models throughout the school environment, including
contracts, including SROs and all when addressing disciplinary issues within schools.
other relationships with the police, B Implement a Salem Keizer Student Equity Success Plan that addresses racial
and reinvest those funds into the and disability disparities in Salem-Keizer Public Schools and expands from the
education of Black and Indigenous Student Investment Account which would include:
students, students of color, and
• Implementing a community-led process for reinvestment that allows social
students with disabilities.
justice advocates, students, educators and experts to lead and inform the
• End zero-tolerance policies reinvestment of funds that went to school police.
• End the system of expulsions • Divesting all other funds that support systems and cultures of policing, and
• Reduce suspension rates reinvesting these funds based on community priorities.
• Remove all dress code • Reinvesting School Resource Officer and school policing funding into
requirements that target students addressing the educational gaps to support:
based on race and gender
– Culturally responsive in-school – Creating programs and partnerships
• End criminalization and discipline
counseling and mental health with community organizations led
based on school attendance and
services by Black and Indigenous people
lateness
– Hiring more staff and educators and people of color
B End Day Time Curfew enforcement
of color – Culturally responsive mentoring and
and contracts with police
– Hiring more nurses tutoring programs for predominately
departments by ending criminal
Black and Brown schools
charges and fines for students who – Hiring more teachers and
miss school. learning specialist – Expansion of college prep
programs for predominantly Black
– Ethnic studies programs for
and Brown schools
middle school and high schools
– Better transportation services and
– Arts and music education in
choices for students
predominantly Black and Brown
schools – Culturally responsive healthcare
services
– Culturally responsive after-
school activities – Support for queer students of color

– Culturally responsive services – Gender neutral restrooms

for students with behavioral and – In-school support services geared
physical disabilities towards queer and trans students,
including counseling and health
services

Salem-Keizer Public Schools, Oregon Arrested Learning: A survey of youth experiences of police and security at school | 55
C Implement a student bill of rights
• Constitutional rights would apply to students while
inside school grounds, which means that even if police
are called, they cannot interrogate a student without a
parent or legal guardian present.
• Students will be taught “know your rights”
• The bill will include a system through which students
can report hate crimes within school grounds in
connection with the human rights commission
D Improve data transparency and reporting. SKPS, SPD,
and KPS must improve their public accountability by
publishing institutional data regarding interactions
with young people, and relevant budget data which is
currently unavailable. Each institution should publish a
quarterly report that includes:
• Data disaggregated by race, age, gender, disability,
school, who referred the young person, the charge for
all disciplinary or police interactions, and the sanction
imposed, including:
– Referrals to police or school administrators
– Suspensions
– Expulsions
– In-school arrests
• Tracking of hate crimes based on race, ability, sex,
and gender within schools.
E Bargaining with the teachers’ union contract using an
equity lens.
F Hire, support, and invest in teachers, administrators,
district leaders, and staff that reflect the racial and
economic background of the students in the district.

56 | Arrested Learning: A survey of youth experiences of police and security at school Salem-Keizer Public Schools, Oregon
Storybook
General Feelings about Police and Security

I felt unsafe because as a person of color I I don’t feel safe with police and security. When I see police at my school I feel
see what happens in the news and having There have been stories where people have scared. It’s always in the back of my mind
cops in schools makes me feel unsafe. I see not been nice to students and I know a lot that something bad is gonna happen with
how racist they are and it worries me that of who have bad experiences with them. them there.
they get to be in our schools
[I] feel [I’m] in a box because [I have] a I’ve seen many of my friends and me get
[Police/security guards] just pick on kids disability and always feel targeted. targeted by police for years. [My] school
to get them in trouble and they just all says that they want to make us feel safe
seem racist. I always feel uncomfortable with [police/ but it doesn’t feel like that until police are
security guards] cause I feel like they out of our schools!
[Police/security guards] were classist harass people of color and I personally feel
and racist. I saw that they were always harassed based on my race. I felt unsafe because they’re mean and
targeting everyone. I’m half Arab and harass kids of color.
pretty white passing but I still felt scared. I felt unsafe because police and security
often just harass kids at school. I don’t I don’t feel safe with police because
Police don’t belong in school. I get nervous think they serve an actual purpose other I’ve seen and heard about negative
when I see them because they’ve pulled than just making kids feel unsafe. interactions with them and students, they
my mom over and have been racist and felt unsafe, and I feel the same way with
rude. I don’t get why they would be at They are arrogant and there’s a hierarchy. security.
school. Cops are also very racist.
The fact that they have weapons on them
Security guards did not make me feel safe Security guards are often bullies to is intimidating and scary.
at all, because I didn’t feel that there was students and also criminalize us.
a huge need for them…Security guards Too much money is put into their security
were often looking for things to punish systems.
It’s scary for them to have guns.
students for. This made me feel less safe.

I feel unsafe when I see police and [Police/security guards] always try to
I don’t feel safe with security or police, I intimidate students, even though they are
security because their interactions were
felt intimidated [by] them and they didn’t bigger built. They are typically there to
unnecessary. They would pull people over
do anything good for students. escalate situations rather than deescalate
in the parking lot and give them tickets.
Before being in foster care, I had a lot of the situation.
I have witnessed a lot of things being in bad experiences with police and I have bad
an alternative school. A lot of police didn’t connotations with them. It looks like [police/security guards] just
understand the experiences of students want to lock us up!
that came from these schools. [There is] a
I’ve just seen my BIPOC community get
lot of stigma and misperception.
hurt and not [get] the support they are I definitely think more funding should be
needing. allocated to students instead of policing
[I] don’t feel like police are there to help them.
at all. I feel like they are there just to
Police are often racist—more money for
intimidate us.
counselors. I feel traumatized by them and purposely
avoid seeing them or interacting with
I really don’t feel safe around police them.
I’ve never had positive interactions with
because of historical racism towards
them—they are not safe!
people of color.

Salem-Keizer Public Schools, Oregon Arrested Learning: A survey of youth experiences of police and security at school | 57
Negative Interactions with Police and Security

Security guards are very creepy. I have I have been searched, because someone
heard and seen them flirt with girls many made up a rumor that I had a weapon. I
times and it’s disgusting! was searched without the staff and cops Police do not belong at school. I know I
calling my mom or anything. went to a pretty white school but cops
They are just creepy. I think one of them would always be classist and racist. They
got fired for snapchatting girls at school. This one time the security called me into would “randomly” search cars for vapes
the office and the searched my backpack and weed without a warrant. All the
Because of [my] gender [I feel] that cops without even telling me that they were funding that is used for cops could also
are staring at [me] all the time. gonna search it because they thought be more beneficial to go towards mental
I had weed on me. The security guard health- there is a huge suicide issue at my
physically pulled me and forced me out of old high school.
I have been harassed by police [and]
the room when I told them I wasn’t gonna
security from the age of 8. I have been
let them search me. That same security The presence of security guards is really
arrested, pepper sprayed, searched, and
guard ended up getting fired later on. He heavy in my school. It’s obvious that police
neglected by the school.
always made false accusations against and security guards are racist and it shows
POC. on who they target. In middle school I got
I was in a situation where I was asked if I
in trouble for something that caused me
belonged in a school. I wouldn’t have been
One time in class, me and a friend were to get an out of school suspension and
asked that if I was white.
the only students of color. The class instead of offering ways to help they just
smelled like weed and when the class thought of punishment and I only got less
Once this security [guard] was harassing ended, we were asked to stay because punished because a teacher advocated for
me and was mistaking me for another we were the prime suspects. We were me.
student named Juan. This was extremely searched and patted and our lockers as
racist. He kept insisting that I was that well. Afterwards [we] were [driven] to a Police appear randomly at my school. It
student and was asking me why I was holding cell till my mom picked me up. We is a majority white school. I am the only
lying when I wasn’t. were not charged with any crime. Black student in my grade. I don’t feel safe
with police in school because it seems
I was in school for not even 30 minutes, I I don’t feel safe with police at school. I that they like to intimidate me more than
got called out of my credit recovery class don’t think they are necessary. It seems they do my peers. I feel like an easy target.
and got sent to the behavior specialist like our district is just wasting resources. When they make eye contact with my
and got called a gang banger because of Whenever I needed support, SROs were friends, they smile. When they make eye
my belt. I got racially profiled for how never there to help, only to criminalize contact with me, it seems more scary. My
I dressed. The white girls in my school students. The only time I saw them was friends mostly feel safe with police but I
would wear blue bandana and nothing when they were intimidating us. Such as don’t.
would happen to them. a time when students were walking from
the building to an outdoor portable class While they haven’t done anything to me
A police at school once told me that he and police parked inside unmarked black personally I definitely noticed that they
was gonna lock me and my friends up in SUVs just to observe the students. Their target my friends of color more than they
juvenile, that he was just waiting for the presence was very intimidating. My school target me and that makes me feel unsafe
perfect time to do it. is majority Brown. for me and my friends.

I was a sophomore in high school. I was I just feel like things would be way better I always got harassed by school security
on my way to the restroom and remember in schools if cops weren’t there—it would because of the stuff I would wear.
seeing a cop interacting with a low-income be a better experience for students of
white student. This is a majority high color. We already have to worry about
Besides SRO’s being racist towards
and middle income white school, but this other [stuff] outside of school, we
Latinos and other POC I personally feel
student was a low income. The student shouldn’t have to deal with racist cops in a
like they create a bad environment in
was being handcuffed by the cop and the building where we need to be learning, not
general. Some parents do not feel safe
cop was being very aggressive with him. being policed.
taking their kids to school because cops
The cop threw his backpack across the
are there.
hallway. The cop was holding the student
by the neck and led him out the school
like this. The cop was over 5.9 feet and the When I see police at my school I feel
student was much smaller. I didn’t feel scared. It’s always in the back of my mind
comfortable being around this situation. that something bad is gonna happen with
them there.

58 | Arrested Learning: A survey of youth experiences of police and security at school Salem-Keizer Public Schools, Oregon
I see police and security guard harass profile me. They said I shouldn’t act like their school. Police often target students
students of color and I see the district do that in the U.S.A. That they wouldn’t let here because of the stigma, especially
nothing to stop it. this stuff happen in the U.S.A. older students. [My school] is a majority
Brown and Black school and students of
. . . A person got pushed in a locker by Every time I interact with a security guard low income.
police and they got made fun of. or police I end up suspended and they’re
really racist. My friends and I got searched by SRO’s
I have never had a positive experience with . . . We were all minors at the time and
police. Every interaction I had they have Police always treated us like animals. no parents were present. They basically
been aggressive. violated our rights. I would also always
get in trouble by security in middle school
When I was in high school, I was accused
for skipping, no resources were offered or
. . .When I think of police, they always of stealing a phone, having weed on me.
anything I just got punished.
racially profile and they should not be in There was a constant violation of rights
spaces where POC students are. They are a that now I understand was not ok. I also
threat to our safety. had a parole officer and that has really One time I was walking near the school
messed me up because I feel like that field after a football game and this cop just
made me get into a cycle of just getting in pulled up and accused us of egging their
. . .[I] felt unheard. [I] felt watched,
trouble. In high school they also searched car. It was really scary, they just pulled up
uncomfortable and a cop ignored [me]
my locker and that made me feel paranoid behind us and started harassing us. In
when [I] asked for help.
and it was traumatic because I just didn’t middle school I also heard a security guard
feel safe at school. say that he liked ruining kids’ days.
They always discriminate [against]
students [based] on how they look and
I attended an alternative school/program, Security guards were always policing
dress.
which is for students who need to get their students all the time, even for the little-est
GED, or who have gotten expelled out of things. They would even police me where I
When I got arrested they would racially would eat.

Salem-Keizer Public Schools, Oregon Arrested Learning: A survey of youth experiences of police and security at school | 59
Elizabeth Public Schools
New Jersey
Elizabeth,
New Jersey

Recent survey data has demonstrated that Elizabeth Public Schools (EPS) punishes, marginalizes, and denies Black and Brown
young people access to supportive learning environments, and instead subjects them to an abusive policing and security
infrastructure in schools. Young people experience a traumatizing environment in which:

• Students are surrounded by police at school. EPS has • Black students at Elizabeth public schools are more
the largest in-house security force in the State of New likely to be referred to law enforcement than white
Jersey.1 The estimated ratio of students to security guards students: the U.S. Department of Education’s civil rights
is 169:1,2 compared to a 513:1 student to nurse ratio and a data indicates that while Black students made up 18% of
587:1 student to counselor ratio.3 total student enrollment, they were 32% of the students
• The district under-invests in critical support needs such as subjected to referrals to law enforcement.5
college services, counselors, nurses, and psychologists,
while funneling millions of dollars into the school-to-
prison-and-deportation pipeline each year. In 2018—2019,
for example, the district spent $8.1 million on security,
while spending only $3.7 million on health services and
$2 million on “attendance and social work services.”4

To uncover information about students’ experiences, interactions, and feelings about police and security at school, Make
the Road New Jersey fielded in-depth surveys with 166 young people at the end of 2020 and early 2021.

60 | Arrested Learning: A survey of youth experiences of police and security at school Elizabeth Public Schools, New Jersey
Survey findings in Elizabeth reveal that:

Security guards at school do not make Interactions with and sightings of school
students feel safe. police are common, frequent, and often
harmful.
When asked what makes respondents feel safe (when
physically attending school), Nearly a third of respondents who
81% selected friends have police stationed at school
report having experienced, or
71% selected teachers
having known someone who has
13% selected security police experienced, at least one type of
interaction with school police—
for example being taken out of a
classroom, being arrested, or being
given a ticket to go to court.
Overwhelmingly, respondents value more
support and resources for students over
police.
When asked to rank investments in order of

“
priority, most students ranked teachers and
I feel unsafe because. . . [the guards]
mental health supports as the highest priorities
(28% and 46% ranking these options as #1, make things worse, they make
respectively). everything more complicated, they
By contrast, over two thirds of respondents (67%) ranked are ready to [use] more violence,
police as the lowest priority.
they don’t want to hear what people
have to say.

Elizabeth Public Schools, New Jersey Arrested Learning: A survey of youth experiences of police and security at school | 61
Background

District
Policing in Elizabeth
Demographics The issue of policing in schools exists within the broader context of police
abuse in the community. The Elizabeth Police Department has been shrouded
As of 2018–2019, the in scandal, with numerous investigations throughout the 1990’s into a group of
Elizabeth Public Schools officers known as “the Family.”10 This secretive group of officers was accused
served 28,195 students in 36 of planting evidence on civilians, using racist language, and intimidating other
schools.6 The student body officers.11 The department has a history of excessive force and brutality, which
is 73% Latinx, 17% Black, and has been met with a failure to investigate complaints.12 For example, between
8% white.7 A fifth of students 2016 and 2018, 21 people filed formal complaints of excessive force, 16 reported
are English language wrongful arrests, and an additional 10 accused police of various other crimes.13
learners (20%) and 76% are Of cases referred to internal investigators, not a single claim of serious police
low-income.8 12% of students wrongdoing was substantiated by the police department.14 In 2019, a police
have disabilities.9 director resigned after officers reported to investigators that the director
routinely used slurs to describe Black people and women.15

Elizabeth has a history of uprisings against anti-Black police brutality. In August

“
1964, after decades of police brutality and several incidents taking place over
Freshman year. . . the summer, uprisings took root in a number of northeastern cities, including
[I made] a lot of stupid Elizabeth.16 Over a three-day period, hundreds of Black residents took to the
mistakes, the more I streets in protest of anti-Black police violence.17 Nearly 60 years later in June
think back on those 2020, hundreds again took to the streets in protest of systemic police brutality
following the murder of George Floyd.18
times the more I realized
if I had someone to talk For Black and Brown young people, there is no escape from police abuse,
to. . . I would have done whether in their communities or at their schools. Youth see no difference
between the police who harass, oppress, and surveil them in the streets from
better with grades and
those doing so at school.
mental [health issues]. . .
you throw a kid out it
makes them angrier. . .
They didn’t make me feel
safe. . .

62 | Arrested Learning: A survey of youth experiences of police and security at school Elizabeth Public Schools, New Jersey
Policing and Security at EPS
Police and Security Presence at EPS
The use of police (known as School Resource Officers) Beyond security and law enforcement personnel, EPS
in EPS dates back to at least 1998, when at least one relies on technology, surveillance equipment, and a web
municipal police department officer was assigned to of law enforcement relationships as part of a punitive and
schools on a regular basis.19 Historically, there is a woeful criminalizing approach to “school safety.” A description
lack of publicly available data on the use of school police provided by the superintendent noted that the district
in the district. Public data does not make clear whether employs “extensive security monitoring, metal detectors,
school police are employed directly by the district, by and camera surveillance systems.”24 In 2019, the School
the city police department, or some combination, nor Board President indicated the district has consulted
does it offer up-to-date information on the number of with former law enforcement officers from juvenile
school police currently used in EPS. The state of New investigations, SWAT, crisis negotiations, investigation, and
Jersey also fails to require schools to report the scope accident investigations divisions.25
of policing, security forces, use of metal detectors, or
interactions with police.

A comment from the district Superintendent made during

a 2019 board meeting indicated that EPS employed “167
security guards district wide,” and additional “police
officers in targeted locations.”20 Several years earlier,
“ I believe security guards in my school
do not contribute to students’ safety
and education…[they] interrupt my
a school board member stated that the EPS had the
“largest in-house security force in the State of New class to take people’s hoodies and
Jersey.”21 Based on the number of security guards, a local harass students. . .
news outlet estimated the ratio of students to security
guards to be 169:1.22 Other current staff to student ratios
include: 513:1 student to nurse ratio and a 587:1 student
to counselor ratio.23 These vastly different staffing ratios
indicate how funding and resources for the criminalization
and control of young people are prioritized over basic and
critical resources like nurses and counselors.

Elizabeth Public Schools, New Jersey Arrested Learning: A survey of youth experiences of police and security at school | 63
The Criminalization of Black and Brown Young People in EPS*
EPS fails to accurately report on interactions that young people have with police, and has refused open records requests
that could have provided more clarity. From the data available, the New Jersey Department of Education reported that
across the state “during the 2017–2018 school year, school personnel reported incidents to the police on 7,449 occasions,
[…] in addition, 1,385 student arrests occurred at school.”26 Experiencing an arrest for the first time in high school nearly
doubles the odds of the student dropping out, and a court appearance nearly quadruples the odds of the student dropping
out.27 For immigrants and undocumented young people, school push-out can result in detention and deportation.28

The U.S. Department of Education’s civil rights data indicates that Black students at Elizabeth Public Schools are more likely
to be referred to law enforcement than white students. While Black students made up 18% of total student enrollment, they
were 32% of the students subjected to referrals to law enforcement.29

Money Spent on Policing and Security in EPS

In 2018, the district spent $8.1 million on “security” (a broad category that was not disaggregated in the budget document).30
In contrast, it spent $3.7 million on health services, $2 million on “attendance workers and social work services,” and $1.2
million on “educational media services/school library.”31

Elizabeth School District Budget Again, EPS fails to provide data—and has refused information requests—on the
Fiscal Year Ended June 30 2018, costs of the police state in and around the schools. In addition to the personnel
Actual Expenses32 costs, there are many non-personnel capital costs associated with buying and
maintaining surveillance cameras, metal detectors, and the web of “extensive
Total security monitoring” as the district describes.33
Security $8.1 million
Every level of government appears to contribute large sums of money to uphold
Educational $1.2 million the policing of mostly Black and Brown young people in Elizabeth’s schools.
Media Services/ Federally, support for these non-personnel surveillance expenditures may come
School Library in part from federal grants. In 2019, Elizabeth received a federal COPS School
Attendance and $2 million Violence Prevention program grant in the amount of $494,750.34 Allowable
Social Work program costs included coordination with law enforcement, motion detectors,
Services x-rays, social media monitoring, violence prediction software, metal detectors,
locks, lighting, technology, and training for law enforcement.35 Also included in
Health Services $3.7 million the COPS awards are consultant and civilian personnel costs and benefits, as
well as sub-awards which can be made to other agencies.36

At the state level, school aid data shows that beginning in 2008–2009, New
Jersey has been giving districts aid earmarked for school security, initially
* This analysis draws on federal OCR data and state
DOE data. There are discrepancies between these with a statewide allocation of nearly $224 million. Since then, the state has
data sources. For example, the New Jersey DOE
allocated $200 million or more each year (with the exception of 2010–2011 due
reported 120 incidents of law enforcement referrals
in 2017-2018, but federal data reported the number to recessionary cuts).37 Elizabeth is projected to receive $12.2 million in school
of students referred to law enforcement, (34 stu-
dents over the same time period, and also possibly
security aid in 2020–2021 alone.38
undercounting the total number of referrals if the
same students are referred multiple times). While
there are limitations to both, they do provide a
picture of student contact with law enforcement.

64 | Arrested Learning: A survey of youth experiences of police and security at school Elizabeth Public Schools, New Jersey
Community Organizing Context
Make the Road New Jersey’s Youth Power MRNJ fielded in-depth surveys with 166 young people
Project (YPP) has launched a campaign between November 2020 and January 2021. The survey
to remove all law enforcement personnel was designed to uncover information about students’
from the New Jersey public schools and experiences, interactions, and feelings about police and
to redistribute funds to restorative justice security at their schools. Findings show that police and
and student services. This campaign is led security do not make students feel safe; that interactions
by members of YPP—young people of color whose lives and sightings of school police and security guards are
have been impacted by the carceral state, either through common, frequent, and often harmful; that students
direct involvement with the juvenile criminal legal system, go through metal detectors regularly, and many have
school discipline or arrest, or a parent’s incarceration or negative experiences with them; and that students would
deportation. MRNJ’s YPP has convened a table of partners overwhelmingly favor additional supports and resources
(state-wide and local teacher groups, advocacy groups, over police and security.
and youth groups) to take action that involves 1) providing
testimony at local school board and/or state budget
meetings, 2) hosting Facebook and Instagram livestreams
to educate peers, and creating TikTok series, and 3) direct
action and mobilization through COVID-safe marches
and rallies. In August 2020, as part of a national Day of
Resistance calling for the safe, healthy and equitable
reopening of schools, MRNJ organized an action at City
Hall to protest the presence of police and security guards
in schools.39

Elizabeth Public Schools, New Jersey Arrested Learning: A survey of youth experiences of police and security at school | 65
Youth Survey Results

1 Police and security at school do not make students feel safe.

Police and security at school do not make students Of respondents with police at
feel safe, especially compared to other people they school,** nearly a third reported
interact with at school, like teachers and friends.* that police are armed with guns
(30%).
When asked what makes respondents feel safe (when
physically attending school),

81% selected friends

71% selected teachers

13% selected security police

“ There’s something that I think is so deeply wrong about the fact that a person on campus gets to just walk
around with a gun on them. From the past year you can obviously see that cops have a power dynamic issue
and I don’t feel comfortable with cops on campus having a gun and being able to use it.

* In Elizabeth public schools there are both security guards and police. Security guards are district employees, while police are employed by the police department.
Responses are based on students’ perception; it may be difficult at times to distinguish between the two.
** There were 60 respondents with police stationed at schools, or 36% of all respondents.

66 | Arrested Learning: A survey of youth experiences of police and security at school Elizabeth Public Schools, New Jersey
“ I normally don’t like
walking out in the hallway
alone. . . I feel the security
“ I was called down to be searched
because of my skin tone—I did
not give consent. My parents
“ I have been sexualized—they
tried to calm me down by
calling me pretty. I don’t trust
guards watching the girls were not contacted and I was cops.
and they call us these little searched for drugs along with
pet names. other kids.

Interactions with and sightings of school police and security

2 guards are common, frequent, and often harmful.

Of respondents with police at school, nearly a third Respondents have experienced a pattern of
(32%) report having experienced, or having known disturbing behavior in which school police:*
someone who has experienced, at least one type of
negative interaction with school police. Prevent young people from learning while at
school, for example by taking students out of a
classroom (20%)
Invade young people’s physical autonomy, for
example by:
• Physically searching students (other than
walking through a metal detector) (13%)
• Restraining students (7%)
Force young people into the criminal legal
system and advance punitive techniques, for
example by:
• Arresting students (8%)
• Responding when a student misses school (3%)
• Issuing juvenile reports (7%)
• Issuing tickets to go to court (8%)

These types of interactions can have devastating

impacts for young people. One study found that
experiencing an arrest for the first time in high school
nearly doubles the odds of a student dropping out, and
a court appearance nearly quadruples the odds of a
student dropping out.40 A series of recent studies reveal
that biased treatment causes youth of color to lose more
trust for school officials compared with their white peers,
which was further correlated with reduced college
* Percentages refer to respondents who reported having experienced, or having
attendance.41
known someone who has experienced, negative interactions with school police.

Elizabeth Public Schools, New Jersey Arrested Learning: A survey of youth experiences of police and security at school | 67
Students see police at schools regularly, including Sightings and interactions with school security
nearly a third who see police at their school on a guards are also common and frequent.
daily basis.
74% of respondents had interactions with security guards
(other than just seeing them in or around the school)
Of respondents with police at
at least once in an average month. Nearly a quarter
their schools, 95% saw police at
of respondents (23%) had daily interactions. Black
school at least once a month in
respondents reported daily interactions at an even higher
an average month. Of these, 32%
rate (30%).
saw police at least daily.

Nearly all respondents (99%)

saw security guards at school
at least once a month in an
average month, with the

“ One of [the] security guards in my

school is very biased. . . Like certain
students can be out in the hallway
vast majority of respondents
reporting at least daily
sightings (93%).

talking to others but some students,

33% reported seeing security guards 6-10 times a day,
security will spot and immediately go
and 13% reported seeing security guards more than ten
up and tell them to go to class. times a day.

Research shows that over time, the mere presence of police may have psychological effects on students’ “nervous and
immune systems that may result in anxiety, restlessness, lack of motivation, inability to focus, social withdrawal, and
aggressive behaviors.”42 Community studies suggest these adverse consequences are compounded when a person
perceives that the negative interaction is motivated by race.43

PHOTO

68 | Arrested Learning: A survey of youth experiences of police and security at school Elizabeth Public Schools, New Jersey
 Students go through metal detectors regularly, and many have
3 negative experiences with them.

“
The overwhelming majority of respondents go It holds up students from getting
through metal detectors, and most go through
metal detectors at least once a day. to class on time. You could arrive at
7:40am with enough time to make it
Of respondents who go to class if not for the extensive line at
through metal detectors, 95%
the metal detectors. When we’re late to
95% of respondents reported going
through metal detectors at least
school, we get detention.
once a day.

Going through metal detectors is experienced as an

invasive process for respondents.
Nearly all respondents reported that students are
For example, of those who go through metal detectors,
required to go through metal detectors, but that
teachers and other staff are less likely to face the
same requirement.
68% of respondents reported that their bags have
been physically searched;
Of those who are required to go through metal detectors,
97% reported that students are required to go through metal
50% have been scanned with a wand;
detectors

96%
25% have been made to take off their shoes, belt,
jewelry, or other articles of clothing;

38% have had their belongings taken; and

36% reported that teachers have to go through metal detectors

36%

24% reported that police, and 26% reported that security

guards, have to go through metal detectors.
22% have been yelled at.
24% 26%

“ It makes me feel like

they want me to feel
dangerous like I’m going
“ They don’t check the teachers.
They beep and they let them
go. If we beep they check
“ It’s sooo backed up,
especially now with COVID
it’s a hazard.
to do something. our bags and stop us and it’s
embarrassing.

Elizabeth Public Schools, New Jersey Arrested Learning: A survey of youth experiences of police and security at school | 69
 Overwhelmingly, students value more support and resources
4 over police and security.

The majority of students think police should be Although the majority of respondents value other
removed from schools. school personnel over police, most students think
there are more police in their school than nurses
63% of respondents agreed or and guidance counselors.
strongly agreed with the statement:
“Police should be removed from Nearly half of respondents (47%)
my school and my school should said they think their school has
have more support and resources more police than guidance
for students (for example up to date counselors.
books, more teachers, academic
Nearly three fourths (73%) of
services, counseling, health,
respondents said they think their
restorative practices, etc.)”
school has more police than school
nurses.
Students would rather increase funding for
resources like teachers, nurses, social workers, and
mental health supports over police.
When asked to rank investments in order of
Studies show that investments in counselors,44 mental
priority, most students ranked teachers and
health resources,45 and restorative justice46 contribute
mental health supports as the highest priorities
to school safety, yet there is no substantial evidentiary
(28% and 46% ranking these options as #1,
support for the proposition that police presence
respectively).
in schools and suspensions create safe learning
environments.47
By contrast, over two thirds of respondents (67%) ranked
police as the lowest priority.

When asked what they 73% of respondents

selected “dedicated youth
would like to see
led program to increase
more or better quality access to college and
of at school, students financial aid”
Only 13% selected police
overwhelmingly 56% selected “safe/comfortable
selected resources, place to hang out with friends”
programs, and supports— 52% selected “books &
not police or security. other learning materials”

70 | Arrested Learning: A survey of youth experiences of police and security at school Elizabeth Public Schools, New Jersey
“ Police-free schools isn’t about just removing security
guards or cops out of the building; it’s about
redirecting police funding into academic and mental
health resources for students. Police in school is also
seen by the use of metal detectors, school fencing, and
other so- called “security measures.” These things cost
a lot of money and personally I think they are not as
effective as they are meant to be. I live in Elizabeth,
NJ, a predominantly Black and Brown city, and I had
many instances where these policing methods affected
my day-to-day school life. I get late to class because
of the long lines to check our backpacks. . . I want to
study during lunch on the hallway tables but security
guards get upset at me and kick me out, I want to get
something from my locker and I’m screamed at for
no reason. They are everywhere just to pinpoint small
little things you do to get you in trouble. . . What’s most
interesting about this is that I have asked my friends
from other schools in NJ [that] are predominantly
white, and they tell me they have never been in
situations like mine, that they didn’t even have metal
detectors in their schools! So this tells me that this
isn’t about security but about fear and seeing Black
and Brown students as a threat. . . . I want to see my
school and others schools in my city reconsidering
their security measures more closely and invest in
another type of security for their students which is
about their health and success, what actually matters;
when we get hurt, we need more nurses, when we get
hurt emotionally or have problems at home/friends,
we need psychologists, when we want to improve our
chances to get into a good college, we need counselors.

Elizabeth Public Schools, New Jersey Arrested Learning: A survey of youth experiences of police and security at school | 71
Recommendations
The young people who are most at risk of harm due to harsh policing policies are uniquely situated to re-imagine school
environments. This report highlights the vision for safe, supportive, and inclusive schools developed by youth leaders with MRNJ.

This is Our Youth Mandate: Fund Education, Not Incarceration

I Divest from criminalization II Invest in our education
A Immediately remove all police from in and around A Ensure all students have access to College Access and
schools. Career Readiness supports, including Student Success
B Terminate all contracts with the local police and sheriff’s Centers, Advanced Placement and Honors classes, college
departments that police in and around Elizabeth public trips and scholarships. Support a pipeline to college and
schools. career, including by providing free access to college and
universities, paid internships, and eliminate barriers to
C Remove school security guards from schools.
entering higher education.
D End surveillance of young people including by removing
B Fully fund and increase culturally competent school
metal detectors, surveillance cameras, banning facial
support staff, including teachers, mental health
recognition software, prohibiting social media tracking,
programming, guidance counselors, nurses, social
and ending all other forms of invasive surveillance.
workers, restorative justice coordinators, and academic
E Stop soliciting federal and state funds used to police, and social support staff.
surveille, and criminalize young people. Seek waivers
C Fully fund and implement restorative practices at all
to redirect funds from the federal Community Oriented
schools.
Policing Services (COPS) Office, Department of
Homeland Security or similar federal or state programs D Create a culturally relevant curriculum.
to be used on support services instead of policing and E Fully and equitably fund public schools, including
criminalizing infrastructure in schools. programs for students with disabilities and schools in
F Direct all school personnel in the district to not call low-income communities.
the Police Department into schools unless there is an F Invest in schools to make them welcoming places
extreme emergency that threatens the life or safety of including by having more clubs and field trips;
other students. improve school lunches, and make urgent structural
G Collect and publish accurate data regarding all forms improvements, including installing air conditioners.
of discipline and policing. Elizabeth Public Schools
must accurately collect information about discipline and III Restore and strengthen the civil rights of young
police interactions, disaggregated by race, age, gender, people in education
disability, school, charge, sanction imposed, and type of A Provide maximum local democratic control of the
interaction. education system. Support youth suffrage, especially on
H End all arrests or citations in schools. elections impacting their education.
I Expunge students’ discipline records. B Ensure that Black and Brown young people have
meaningful input into the process to select educational
leaders who have a proven track record of working to
dismantle the school-to-prison-and-deportation pipeline.
C Ensure that all school policies are inclusive, non-punitive,
and trauma-informed, including ones related to school
discipline, immigrant students, LGBTQIA+ students, and
students with disabilities, among others.

72 | Arrested Learning: A survey of youth experiences of police and security at school Elizabeth Public Schools, New Jersey
Storybook
General Feelings about Police and Security

Police and security guards represent a Freshman year. . . [I made] a lot of stupid [Security guards/police] would follow us
criminal state… [Police/security guards] mistakes, the more I think back on and make us feel miserable, we couldn’t
are abusive and talk mean to students. those times the more I realized if I had do anything without being suspected of
someone to talk to. . . I would have done doing something wrong.
When I interact with [security guards/ better with grades and mental [health
police], I start to think, what did I do issues]. . . you throw a kid out it makes I know my peers have that fear of being
wrong? Or, what’s about to happen? them angrier. . . They didn’t make me feel targeted—I know that’s a legit fear in
safe. . . nearly every school. If there is a situation,
I felt unsafe because [security guards/ [security guards/police] would target
police] were able to target anyone [Security guards/police] should . . . not a Black/Brown student before a white
because they have the authority to. I’ve patrol whether a student is in uniform. student.
seen people get hurt while they abused Sometimes they yell at students for
their power. I felt unsafe as I knew sitting in the hallway too long, they yell at I believe security guards in my school do
anything could happen. students for using a cellphone. not contribute to students’ safety and
education… They interrupt . . .  class to take
I feel unsafe because [security guards/ [Security guards and police] don’t make people’s hoodies and harass students. . .
police] make things worse. . . They are us safer. . . [S]ome of them are very racist.
ready to [use] more violence, they don’t [T] hey always pick favorites. . . if they I. . . take issue with allocating too many
want to hear what people have to say. keep doing this less and less kids will resources in security personnel and not
come to school. enough towards mental health support,
I don’t feel safe with cops with guns being guidance counselors, and social workers.
in or in front of my school.

Negative Interactions with Police and Security

Security guards are always known to [The security guards/police] didn’t care, I normally don’t like walking out in the
cause problems and harass students over they would fight with students, one was a hallway alone. . . I feel the security guards
their uniform, disrupting class time to do pedophile. watching the girls and they call us these
it, too. little pet names.
[The] things they do, like patting
There have been situations where a [students] down—I don’t think that I was called down to be searched because
security has called me out over nothing should be happening. of my skin tone—I did not give consent.
and have made me feel unconformable. . . My parents were not contacted and I was
Sometimes they would look at me funny searched for drugs along with other kids.
One of [the] security guards in my school and I think they are suspicious of me so
is very biased. . . Like certain students can I’m scared. Security was really disrespectful and a lot
be out in the hallway talking to others of interactions felt like a power trip—like
but some students, security will spot and My friend of color got handcuffed, patted the power to bully.
immediately go up and tell them to go to down, and taken out of school. . . The
class. SROs have favorite students. Sometimes when they take away stuff they
don’t tell you to come back and get it so
Any interaction with security was always students sometimes forget things that are
negative. important.

Elizabeth Public Schools, New Jersey Arrested Learning: A survey of youth experiences of police and security at school | 73
The security guards always have a nasty This one time it smelled like weed… Every day the security guards would
attitude towards the students and would They let my white friend and the girl go walk into class to check if everyone was
even yell at us. The security guards by but they went through all the Black following the dress code, which would
have favoritism with the students they guy’s stuff. They all got suspended but disrupt class time.
interact with. my Black friend had more time and they
were trying to charge him. White friend I was yelled at because I did not have a
It’s time to prepare students for the real went to rehab. hallway pass when I actually did.
world—monitoring students 24/7 is not
the best way. We need to teach peers My friend [was] taken out of class with They take away sharpeners sometimes
how to interact with each other—not excessive force. which is annoying so sometimes we
that privilege determines how far you don’t have pencils to write with—so we
get in school or how obedient you are have to ask other people.
will determine how far you get. That’s
not cool.

Experiences with Metal Detectors

They don’t check the teachers. They Security guards take what they think is Only students have to go through the
beep and they let them go. If we beep bad. I brought a playing game into school metal detectors every day in the morning,
they check our bags and stop us and it’s that my English teacher gave me to use and it is mandatory. Students also have
embarrassing. and we were allowed to use them in class to give up belongings so the guards can
but security snatched it because they search it, and they are wanded as well.
Oftentimes I would be late to class even if deemed it wasn’t for school and I had
I got there on time because I would have to get my teacher to take it back from It makes me feel like they want me to feel
to explain a half-opened water bottle in security. dangerous like I’m going to do something.
my backpack and the lines were sooo When I hear other people’s experiences in
long. Every safety measure felt artificial. other schools, it makes me. . . jealous.

Only students have to go through them It is very annoying because [security We would have to line up outside of
[as] opposed to everyone else. I think guards and police] have bias towards school to go through the metal detector
it presents a bias that students are the students and focus on those students. and it would cause us to be late to class.
danger entering the school and staff is
clear since they work there. [Metal detectors are] not needed—it [The metal detectors] would take away
takes a lot and they can take things out from class time because everyone was
They’ve taken things out of my bag to of our bags without us being able to say waiting at the metal detector.
search it and there have been many anything back.
instances where staff/teachers would I feel like I’m being accused of doing
avoid the detectors completely. The [metal detector] process would something wrong right when I walk into
make it hard to get to class on time and it school. There is a sense of fear attached
[The metal detector process] is so long would make students late since it would to multiple security guards and metal
and when you’re late to class, you get create huge crowds of students waiting. detectors present.
in trouble for it even if it was the metal I would try to get to school on time, but
detectors holding you up. So you still get I’d end up late to class. Instead of wasting
a tardy. their money on that, I think they could
spend on more resources like books (etc.)
[The metal detector process] is systemic for students because it’s more necessary
racism. for their futures.

74 | Arrested Learning: A survey of youth experiences of police and security at school Elizabeth Public Schools, New Jersey
Methodology and
Survey Sample
National
Survey findings were the result of a 55-question survey conducted by staff and youth leaders from Latinos Unidos Siempre
(LUS), Make the Road New Jersey (MRNJ), Make the Road Nevada (MRNV), and Urban Youth Collaborative (UYC) from
November 2020 to January 2021. The survey sample included 630 young people living in Salem and Keizer, Oregon;
Elizabeth, New Jersey; Clark County, Nevada; and New York City. To take the survey, respondents had to be 21 years old
or younger and have attended public school within the last year and a half. Incomplete responses were removed from the
sample, except responses that were complete except for the demographic questions (16 respondents).

Respondents were asked to answer questions based on their experiences prior to COVID-19 school closures.

Student Demographics
Respondents identified as: Latinx (63%), Black (21%), white (12%), Asian or Pacific Islander (9%), Native American (1%), and
other (5%). (Note: respondents were able to “check all that apply.”)

Respondents’ most commonly spoken languages were English and Spanish. For the majority of students, Spanish was the
primary language spoken at home (47% of respondents), followed by English (44%).

Respondents identified as female (63%), male (34%), non-binary/gender non-confirming (3%) and transgender (0.7%).

Respondents were in 6—12th grade or currently not in school (but had attended school within the last year and a half).
The majority of respondents were in 10th, 11th, or 12th grade (13%, 26%, and 33% of respondents, respectively). 17% of
respondents were not currently in school.

School Demographics
36% of respondents characterized their schools as having an “equal mix of students of color and white students,”
31% as having “majority Black and Brown students,” 14% as having “majority Brown students,” 12% as having “majority
white students,” 3% as having “majority Black students,” and 5% as “other.” 49% characterized their schools as having
an “approximately equal mix of students from households with low, middle, and high incomes.” 41% of respondents
characterized their schools as having a “majority of students from homes with low incomes,” and 10% as having a “majority
of students from households with middle and high incomes.”

This data reflects respondents’ assessment of their schools. The report authors did not validate this with demographic data
provided by schools or the district.

Methodology Arrested Learning: A survey of youth experiences of police and security at school | 75
Clark County School District
Survey findings were the result of a 55-question survey conducted by MRNV staff from November 2020 to January
2021. The survey sample included 138 young people living in Henderson and Las Vegas, Nevada. To take the survey,
respondents had to be 21 years old or younger and have attended public school within the last year and a half. Incomplete
responses were removed from the sample, except responses that were complete except for the demographic questions (12
respondents).

Respondents were asked to answer questions based on their experiences prior to COVID-19 school closures.

Student Demographics
Respondents identified as: Latinx (40%), white (26%), Asian or Pacific Islander (26%), Black (22%), Native American (2%), and
other (2%). (Note: respondents were able to “check all that apply.”)

Respondents’ most commonly spoken languages were English and Spanish. For the majority of respondents English was
their primary language spoken at home (63%), followed by Spanish (27%).

Respondents identified as female (71%), male (28%), non-binary/gender non-confirming (3%), and transgender (2%).

Respondents were in 6—12th grade or currently not in school (but had attended school within the last year and a half). The
majority of respondents were in 11th or 12th grade (37% and 39% of respondents, respectively).

School Demographics
43% characterized their schools as having an “equal mix of students of color and white students,” 25% of respondents
characterized their schools as having “majority Black and Brown students,” 14% as having “majority Brown students,” 13%
as having “majority white students,” less than 1 percent as having “majority Black students,” and 4% as “other.” 54% of
respondents characterized their schools as having an “approximately equal mix of students from households with low,
middle, and high incomes” and 47% of respondents characterized their schools as having a “majority of students from
homes with low incomes.”

This data reflects respondents’ assessment of their schools. The report authors did not validate this with demographic data
provided by schools or the district.

76 | Arrested Learning: A survey of youth experiences of police and security at school Methodology
New York City Public Schools
Survey findings were the result of a 55-question survey conducted by UYC staff and youth leaders from November 2020 to
January 2021. The survey sample included 174 young people living in New York City. To take the survey, respondents had
to be 21 years old or younger and have attended public school within the last year and a half. Incomplete responses were
removed from the sample, except responses that were complete except for the demographic questions (one respondent).

Respondents were asked to answer questions based on their experiences prior to COVID-19 school closures.

Note: In New York City, all security personnel are hired and trained by the police department, so if in NYC, respondents
were prompted by the survey to indicate “no” to whether they had security. A total of 148 respondents answered questions
about police. 40 respondents answered that they had security at school despite the prompt—the responses about
questions to security were omitted for the purpose of this analysis.

Student Demographics
Respondents identified as: Latinx (57%), Black (35%), Asian or Pacific Islander (6%), white (3%), Native American (0.6%), and
other (6%). (Note: respondents were able to “check all that apply.”)

Respondents’ most commonly spoken languages were English and Spanish. For the majority of students, Spanish was their
primary language spoken at home (45% of respondents), followed by English (42%).

Respondents identified as female (58%), male (38%), non-binary/gender non-confirming (6%) and transgender (0.6%).

Respondents were in 7—12th grade or currently not in school (but had attended school within the last year and a half).
The majority of respondents were in 10th, 11th, or 12th grade (16%, 20%, and 29% of respondents, respectively). 23% of
respondents were not currently in school.

School Demographics
37% of respondents characterized their schools as having “majority Black and Brown students,” 31% as having an “equal mix
of students of color and white students,” 10% as having “majority Black students,” 8% as having “majority white students,”
and 5% as having “majority Brown students.” 8% of respondents selected “other,” which included schools with majority
Asian students. 53% characterized their schools as having an “approximately equal mix of students from households with
low, middle, and high incomes.” 37% of respondents characterized their schools as having a “majority of students from
homes with low incomes,” and 10% as having a “majority of students from households with middle and high incomes.”

This data reflects respondents’ assessment of their schools. The report authors did not validate this with demographic data
provided by schools or the district.

Explanation of Background Data

The first school year for which complete, detailed data on police activity in schools is publicly available is 2016–17. As this
report is concerned with the impact on youth, it excludes from the analysis anyone over 21.

There are particularities in how city agencies report demographic data. The NYC Department of Education reports
demographic data for the following racial/ethnic groups: Asian, Black, Hispanic, Multiple Race Categories Not Represented,

Methodology Arrested Learning: A survey of youth experiences of police and security at school | 77
and White.1 The NYPD notes the following racial/ethnic designations for all quarters prior to the fourth quarter of 2020:
American Indian, Arabic, Asian/Pacific Islander, Black, Black Hispanic, East Indian, Unknown, White, and White Hispanic.2

Reconciling these two systems required some compromise. In order to conform as much as possible to understanding the
“Asian” category under the DOE’s system, we note AAPI students as belonging to the NYPD categories of Arabic, Asian/
Pacific Islander, and East Indian. We found the Hispanic designation under the DOE to be inconsistent with how young
people viewed themselves and thus we use the term Latinx to refer to a category of youth identified as “Hispanic,” “White
Hispanic” or “Black Hispanic.”

With increased attention on the impact of anti-Blackness in policing and understanding the complexity of identity and
impact of colorism on punitive discipline generally, Black Hispanic was kept as a separate category in our analysis. We state
when a statistic looks at youth seen as Black or “Black Hispanic” by the NYPD. For consistency the descriptors of Black
and Latinx are the only terms used in comparisons between youth representation in the general student body and NYPD
interactions. Due to a shift in terminology in the fourth quarter of 2020, this delineation is not possible when examining
school policing during the pandemic.

Terms: Policing in NYC Schools3

Child in Crisis: A student who is displaying signs of emotional distress who must be removed to the hospital for
psychological evaluation.

Juvenile Report: Generally, a report taken for a subject under 16 who allegedly committed an act that would constitute
an offense if committed by an adult. The report is prepared in lieu of an arrest or summons and the student is normally
detained for the time it takes to gather the facts and complete the report.

Mitigation: The subject committed what would amount to an offense but was released to the school for discipline/mitigation
rather than being processed as an arrest or summonsed.

Summons: A criminal summons generally is a legal document which requires the person named to appear in court and
answer to an alleged charge.

78 | Arrested Learning: A survey of youth experiences of police and security at school Methodology
Salem-Keizer Public Schools
Survey findings were based on a 55-question survey conducted by LUS staff and youth leaders from November 2020 to
January 2021. The survey sample included 152 young people living in Salem and Keizer. To take the survey, respondents
had to be 21 years old or younger and have attended a SKPS public school within the last year and a half. Incomplete
responses were removed from the sample, except responses that were complete except for the demographic questions
(two responses).

Respondents were asked to answer questions based on their experiences prior to COVID-19 school closures.

Student Demographics
Respondents identified as: Latinx (77%); white (13%); Black (5%); Native American (3%); Asian or Pacific Islander (3%) and
other (7%). (Note: respondents were able to “check all that apply.”)

Respondents’ most commonly spoken languages were English and Spanish. For the majority of students, Spanish was their
primary language spoken at home (61% of respondents), followed by English (37%).

Respondents identified as female (59%), male (37%) and non-binary/gender non-confirming (3%).

Respondents were in 6—12th grade or currently not in school (but had attended school within the last year and a half).
The majority of respondents were in 10th, 11th, or 12th grade (17%, 15%, and 29% of respondents, respectively). 18% of
respondents were not currently in school.

School Demographics
22% of respondents characterized their schools as having “majority Black and Brown students,” 21% as having “majority
Brown students,” 34% as having an “equal mix of students of color and white students,” 23% as having “majority white
students.” 52% of respondents characterized their schools as having a “majority of students from homes with low incomes”
and 35% as having an “approximately equal mix of students from households with low, middle, and high incomes.”

This data reflects respondents’ assessment of their schools. The report authors did not validate this with demographic data
provided by schools or the district.

Methodology Arrested Learning: A survey of youth experiences of police and security at school | 79
Elizabeth Public Schools
Survey findings were the result of a 55-question survey conducted by MRNJ staff from November 2020 to December 2020.
The survey sample included 166 young people living in Elizabeth, New Jersey. To take the survey, respondents had to be 21
years old or younger and have attended public school within the last year and a half. Incomplete responses were removed
from the sample, except responses that were complete except for the demographic questions (one respondent). Two
respondents answered questions about police at school, although they indicated that there were no police at their schools.
To be conservative, the content about police in schools was omitted from those two responses.

Respondents were asked to answer questions based on their experiences prior to COVID-19 school closures.

Student Demographics
Respondents identified as: Latinx (73%), Black (20%), white (11%), Asian or Pacific Islander (6%), and other (5%). (Note:
respondents were able to “check all that apply.”)

Respondents’ most commonly spoken languages were English and Spanish. For half of respondents, Spanish was their
primary language spoken at home (51% of respondents), followed by English (38%).

Respondents identified as female (67%), male (31%), transgender (0.6%) and non-binary/gender non-confirming (2%).

Respondents were in 6–12th grade or currently not in school (but had attended school within the last year and a half). The
majority of respondents were in 11th or 12th grade (34% and 36% of respondents, respectively).

School Demographics
38% of respondents characterized their schools as having “majority Black and Brown students,” 37% characterized their
schools as having an “equal mix of students of color and white students,” 16% as having “majority Brown students,” 4%
as having “majority white students” and 5% as “other.” 54% of respondents characterized their schools as having an
“approximately equal mix of students from households with low, middle, and high incomes” and 38% of respondents
characterized their schools as having a “majority of students from homes with low incomes.”

This data reflects respondents’ assessment of their schools. The report authors did not validate this with demographic data
provided by schools or the district.

80 | Arrested Learning: A survey of youth experiences of police and security at school Methodology
Endnotes
National Summary
1 Kenneth Alonzo Anderson, “Policing lawfully but are not American citizens 14 Scott Crosse et al, 2.
and Middle School: An Evaluation of a may be subject to deportation if they 15 Emily K Weisburst.
Statewide School Resource Officer Pol- plead guilty to even minor charges lev-
16 Scott Crosse et al, 4.
icy,” Middle Grades Review, 2018, 4(2), ied against them in school. For example,
https://scholarworks.uvm.edu/mgreview/ the New York City Council stated that “[i] 17 See, for example, “The $746 Million
vol4/iss2/7. mmigrants, including lawful permanent a Year School-to Prison Pipeline: The
residents, are automatically eligible for Ineffective, Discriminatory, and Costly
2 Scott Crosse et al, “Are Effects of
deportation if they have two convictions Process of Criminalizing New York City
School Resource Officers Moderat-
for marijuana, even when charged as Students,” The Center for Popular De-
ed by Student Race and Ethnicity?”
noncriminal municipal violations.” See: mocracy & Urban Youth Collaborative.
Crime & Delinquency, 2021, https://doi.
org/10.1177/0011128721999346, 2. Briefing Paper for the Committee on 18 “Cops and No Counselors: How the
Courts and Legal Services and the Lack of Mental Health Staff is Harm-
3 Examples of criminalized behavior
Committee on Immigration: “Evaluating ing Students,” American Civil Liberties
includes being on the wrong floor of
Attorney Compliances with Padilla v. Ken- Union, accessed March 15, 2021, https://
the school building and using obscene
tucky and Court Obstacles for Immigrants www.aclu.org/issues/juvenile-justice/
language. See, for example, “The $746
in Criminal and Summons Courts,” New school-prison-pipeline/cops-and-no-
Million a Year School-to Prison Pipeline:
York City Council Government Affairs counselors; Lisette Partelow et al,
The Ineffective, Discriminatory, and
Division, 2015, https://legistar.council.nyc. “Fixing Chronic Divestment in K-12
Costly Process of Criminalizing New York
gov/LegislationDetail.aspx?ID=2478720& Schools,” Center for American Prog-
City Students,” The Center for Popular
GUID=B1C86913-6ED6-495F-95C4-1C9F- ress, September 20, 2018, https://www.
Democracy & Urban Youth Collaborative,
317D878A&Options=&Search=, 10. americanprogress.org/issues/educa-
April 2017, https://populardemocracy.
9 Scott Crosse et al, 5. tion-k-12/reports/2018/09/20/457750/fix-
org/sites/default/files/STPP_layout_
ing-chronic-disinvestment-k-12-schools/;
web_final.pdf; See also, Matt Barnum, 10 “The $746 Million a Year School-to Pris-
Shawna De La Rosa, “Restorative justice
“New Studies Point to a Big Downside on Pipeline: The Ineffective, Discrimina-
programs struggling due to lack of
for Schools Bringing in More Police,” tory, and Costly Process of Criminalizing
funds,” K-12 Dive, July 2, 2019, https://
Chalkbeat, June 23, 2020, https://www. New York City Students,” The Center
www.k12dive.com/news/restorative-jus-
chalkbeat.org/2020/6/23/21299743/ for Popular Democracy & Urban Youth
tice-programs-struggling-due-to-lack-
police-schools-research. Collaborative.
of-funds/558043/; Anna North, “How
4 Scott Crosse et al, 7. 11 Mark Keierleber, “Inside the $3 Billion school funding can help repair the
5 Scott Crosse et al, 1. School Security Industry: Companies legacy of segregation,” Vox, February 17,
Market Sophisticated Technology to 2021, https://www.vox.com/22266219/
6 Emily K Weisburst, “Patrolling Public
‘Harden’ Campuses, but Will It Make biden-eduation-school-funding-segrega-
Schools: The Impact of Funding for
Us Safe?” The 74, August 9, 2018, tion-antiracist-policy.
School Police on Student Discipline
https://www.the74million.org/article/
and Long-term Education Outcomes,” 19 Edwin Rios, “How Black Oaklanders Fi-
inside-the-3-billion-school-security-in-
October 2018, https://strategiesforyouth. nally Expelled the School Police,” Mother
dustry-companies-market-sophisti-
org/sitefiles/wp-content/uploads/2019/10/ Jones, November/December 2020,
cated-technology-to-harden-campus-
PatrollingPublicSchools.pdf. https://www.motherjones.com/crime-jus-
es-but-will-it-make-us-safe/.
7 “Are Black Kids Worse? Myths and Facts tice/2020/10/how-black-oaklanders-final-
12 Shawn Musgrave, “The Pentagon Finally ly-expelled-the-school-police/.
about Racial Differences in Behavior, A
Details its Weapons-for-Cops Giveaway,”
Summary of the Literature,” The Equi- 20 Madeline Fox, “Madison School Board Votes
The Marshall Project, December 3,
ty Project at Indiana University, 2014, To End Contract With Police Department,”
2014, https://www.themarshallproject.
https://www.justice4all.org/wp-content/ Wisconsin Public Radio, June. 29, 2020,
org/2014/12/03/the-pentagon-finally-de-
uploads/2016/04/Are-Black-Kids-Worse- https://www.wpr.org/madison-school-board-
tails-its- weapons-for-cops-giveaway.
Myths-and-Facts-About-Racial-Differences- votes-end-contract-police-department.
in-Behavior.pdf. 13 Marieke Brock, Norma Kriger, and
21 “Resolution to Terminate the Contract
Ramón Miró, “School Safety Policies
8 By arresting or citing immigrant students for Services with the Minneapolis Police
and Program Administered by the U.S.
for offenses like marijuana possession, Department for the Services of School
Federal Government: 1990-2016,” Feder-
fighting, and disorderly conduct, police Resource Officers,” Minneapolis Special
al Research Division, Library of Con-
place undocumented students, as well School District No. 1, Board of Educa-
gress, August 2017, https://nij.ojp.gov/
as lawful permanent residents, at risk tion, June 2, 2020, https://www.idra.org/
library/publications/school-safety-poli-
under aggressive deportation policies. wp-content/uploads/2020/06/Minneapo-
cies-and-programs-administered-us-fed-
Students who are in the United States lis-Proposed-Resolution-re-SROs.pdf.
eral-government-1990, 75-79.

Endnotes Arrested Learning: A survey of youth experiences of police and security at school | 81
22 Eder Campuzano, “Portland superinten- 29 Michelle Mbekeani-Wiley, “Handcuffs 33 Jenni Jennings, Glen Pearson, and Mark
dent says he’s ‘discontinuing’ presence in Hallways: The state of policing in Harris, “Implementing and Maintaining
of armed police officers in schools,” The Chicago public schools,” Sargent Shriver School-Based Mental Health Services in
Oregonian, June 2020, https://www. National Center on Poverty Law, Feb- a Large, Urban School District,” Jour-
oregonlive.com/education/2020/06/port- ruary 2017, https://www.povertylaw.org/ nal of School Health, 70(5), https://doi.
land-superintendent-says-hes-discontin- wp-content/uploads/2020/07/handcuffs- org/10.1111/j.1746-1561.2000.tb06473.x,
uing-school-resource-officer-program. in-hallways-amended-rev1.pdf 201–206.
html#:~:text=Portland%20Superinten- 30 José A. Soto, Nana A. Dawson-Andoh, 34 Jason P. Nance, “Students, Police, and
dent%20Guadalupe%20Guerrero%20 and Rhonda BeLue, “The Relationship the School-to-Prison Pipeline,” citing
on,social%20workers%2C%20counsel- Between Perceived Discrimination and “Improving School Climate: Findings from
ors%20and%20culturally. Generalized Anxiety Disorder Among Schools Implementing Restorative Prac-
23 Jonah Chester and Wort News Depart- African Americans, Afro Caribbeans, and tices,” National Institute for Restorative
ment, “Madison Common Council Votes Non-Hispanic Whites,” Journal of Anxiety Practices, 2009, https://www.iirp.edu/pdf/
To Boot Police From Schools,” WORT Disorders, 25(2), March 2011, doi:10.1016/j. IIRP-Improving-School-Climate-2009.pdf
Eight Nine Nice Community Radio, July Janxdis.2010.09.011, 258-65; Yin Paradies (noting that several schools have seen
22, 2020, https://www.wortfm.org/madi- et al, “Racism as a Determinant of Health: positive safety results from implementing
son-common-council-votes-to-boot-po- A systematic Review and Meta-Anlaysis,” restorative justice).
lice-from-schools/. PLoS One, 10(9), 2915, https://www.ncbi. 35 Kenneth Alonzo Anderson, “Policing and
24 Tracker on file with author. nlm.nih.gov/pmc/articles/PMC4580597/; Middle School: An Evaluation of a State-
Nicholas J. Sibrava et al, “Posttraumatic wide School Resource Officer Policy,”
25 NYPD SY 2016 - 2017 SSA Reports by
Stress Disorder in African American and Middle Graves Review, 4(2), 2018, https://
Precinct; NYPD SY 2019 - 2020 SSA
Latino Adults: Clinical Course and the scholarworks.uvm.edu/mgreview/vol4/
Reports by Precinct, New York Police De-
Role of Racial and Ethnic Discrimination,” iss2/7; Lynn A. Addington, “Cops and
partment, https://www1.nyc.gov/site/nypd/
American Psychologist, 74(1), https://doi. Cameras: Public School Security as a
stats/reports-analysis/school-safety.page.
org/10.1037/amp0000339, 101–116. (This Policy Response to Columbine,” Amer-
The author uses 2019-2020 reports from
study concludes that racial discrimination ican Behavioral Scientist, 2009, https://
before the start of Remote Learning.
may be a risk factor for PTSD.) doi.org/10.1177/0002764209332556;
26 Gary Sweeten, “Who Will Graduate?
31 David S. Yearer et al, “Loss of Institutional Randy Borum et al, “What Can be Done
Disruption of High School Education by
Trust Among Racial and Ethnic Minority About School Shootings? A Review of
Arrest and Court Involvement” Justice
Adolescents: A Consequence of Proce- The Evidence,” Educational Researcher,
Quarterly 23 (4), 2006, https://www.
dural Injustice and a Cause of Life=Span 39(1), 2009, https://scholarcommons.usf.
masslegalservices.org/system/files/
Outcomes,” Child Development 88(2), edu/mhlp_facpub/534/; “Are Zero Toler-
library/H.S.ed_and_arrest_-_ct_involve-
February 2017, https://doi.org/10.1111/ ance Policies Effective in the Schools?
ment_study_by_Sweeten.pdf, 473.
cdev.12697, 658-676. An Evidentiary Review and Recommen-
27 Paul Hirschfield, “Another Way Out: dations, American Psychological Associ-
32 Randall Reback, “Non-instructional
The Impact of Juvenile Arrests on ation Zero Tolerance Task Force, 63(9),
spending improves non-cognitive
High School Dropout,” Sociology of 2008, https://doi.apa.org/doiLanding?-
outcomes: Discontinuity evidence from
Education 82 (4), 2009, https://doi. doi=10.1037%2F0003-066X.63.9.852.
a unique school counselor financing
org/10.1177/003804070908200404,
system,” American Education Finance 36 Definition created by the National Cam-
368–393.
Association, 5(2), 2010, http://www. paign for Police Free Schools convened
28 Matthew T. Theriot, “School Resource mitpressjournals.org/doi/pdf/10.1162/ by Advancement Project and Alliance for
Officers and the Criminalization of edfp.2010.5.2.5201, 105–137; Richard T. Educational Justice.
Student Behavior,” Journal of Criminal Lapan, Norman C Gysbers, and Gregori 37 Id.
Justice, 37 (3), 2009, https://ideas.repec. F. Petroski, “Helping seventh graders be
org/a/eee/jcjust/v37yi3p280-287.html; safe and successful: A statewide study of
Jason P. Nance, “Students, Police, and the impact of comprehensive guidance
the School-to-Prison Pipeline,” Washing- and counseling programs,” Journal of
ton Law Review, Volume 93, 2016, https:// Counseling and Development, 79(3),
scholarship.law.ufl.edu/cgi/viewcontent. 2011, https://onlinelibrary.wiley.com/doi/
cgi?article=1782&context=facultypub. abs/10.1002/j.1556-6676.2001.tb01977.x,
320-330.

82 | Arrested Learning: A survey of youth experiences of police and security at school Endnotes
Clark County, Nevada
1 Asphyxiating, poisonous, or other gases,” 11 Jackie Valley, “Metro officers fatally shoot 25 “Clark County School Justice Partner-
accessed March 16, 2021, https://case- man, 23, armed with knife,” Las Vegas ship and Clark County School District
book.icrc.org/glossary/asphyxiating-poi- Sun, July 14, 2011, https://lasvegassun. Police Department Update,” Regular
sonous-or-other-gases. com/news/2011/jul/14/metro-police-in- Board Meeting, Clark County School
2 “Statistical Report, Calendar Year 2019,” volved-shooting-western-valley/. District, July 9, 2020, https://go.board-
Department of Juvenile Justice Services, 12 Niraj Chokshi, “Las Vegas Officer Uses docs.com/nv/ccsdlv/Board.nsf/files/
Clark County, Nevada, https://files.clark- Stun Gun and Choke Hold on Man Who BR4QDS682818/$file/07.09.20%20
countynv.gov/clarknv/Juvenile%20Jus- Dies,” The New York Times, May 17, 2017, Ref.%205.06%20(A).pdf, 10; “Statistical
tice%20Services/2019%20Databook.pdf? https://www.nytimes.com/2017/05/17/ Report, Calendar Year 2019,” Depart-
t=1614022574790&t=1614022574790, 24. us/las-vegas-officer-uses-stun-gun-and- ment of Juvenile Justice Services, Clark
choke-hold-on-man-who-dies.html. County, Nevada, 24.
3 “CCSD Police Department,” Clark County
School District, accessed December 8, 13 Anita Hassan, “Byron Williams died 26 Jeniffer Solis, “Data reveals large
2020, http://ccsd.net/departments/po- said ‘I can’t breathe,’ few protested. racial disparities in school profiling,”
lice-services/department-history. Now his family is fighting for justice,” Nevada Current, July 10, 2020, https://
NBC News, June 18, 2020, https://www. www.nevadacurrent.com/2020/07/10/
4 “Comprehensive Annual Budget
nbcnews.com/news/us-news/when-by- data-reveals-large-racial-dispari-
Report for Fiscal Year Ending June
ron-williams-died-saying-i-can-t-breathe- ties-in-school-policing/.
30, 2019,” Clark County School Dis-
trict, http://ccsd.net/district/resources/ few-n1231342. 27 “Discipline of Students With Disabili-
pdf/2018-2019-Comprehensive-Annu- 14 David Ferrara, “Black Lives Matter ties – Referral to Law Enforcement,”
al-Budget-Report.pdf, Fin-35. protesters file lawsuit against Las Vegas Clark County School District, Las Vegas,
Police,” Las Vegas Review-Journal, Nevada, Civil Rights Data Collection,
5 “Comprehensive Annual Budget Report
September 28, 2020, https://www.re- 2017, https://ocrdata.ed.gov/profile/9/
for Fiscal Year Ending June 30, 2019,”
viewjournal.com/crime/courts/black-lives- district/30779/discipline/referraltolawen-
Clark County School District, ES-18.
matter-protesters-file-lawsuit-against-las- forcementwithdisabilities.
6 “Comprehensive Annual Budget Report
vegas-police-2132055/. 28 “Discipline of Students with Disabilities –
for Fiscal Year Ending June 30, 2019,”
15 “CCSD Police Department,” Clark County Referral to Law Enforcement,” Clark Coun-
Clark County School District, Inf-69.
School District. ty School District, Las Vegas, Nevada.
7 “Fast Facts 2018-2019,” Clark County
16 “We Came to Learn: A Call to Action for 29 John Treaner, “Vegas Lost: Are black stu-
School District, https://newsroom.ccsd.
Police-Free Schools,” The Advancement dents getting cited at a higher rate than
net/wp-content/uploads/2018/10/Fast-
Project and the Alliance for Educational their peers?” News3 Las Vegas, June 20,
Facts-2018-19-Eng.pdf.
Justice, 2018, http://advancementproject. 2019, https://news3lv.com/news/local/
8 “2019-2020 Clark at a Glance,” Nevada vegas-lost-are-black-students-getting-cit-
org/wp-content/uploads/WCTLweb/
Department of Education, http://www. ed-at-a-higher-rate-than-their-peers.
docs/We-Came-to-Learn-9-13-18.pdf?re-
nevadareportcard.com/DI/nv/clark/2020.
load=1536822360635, 17-19 30 John Treaner, “Vegas Lost: Are black
This report uses “AAPI” where the Neva-
17 CCSD Police Department,” Clark County students getting cited at a higher rate
da Department of Education uses “Asian,”
School District, http://ccsd.net/depart- than their peers?”
and “Latinx” where the department uses
“Hispanic.” ments/police-services/department-history. 31 Jeniffer Solis, “Data reveals large racial
18 “CCSD Police Department,” Clark County disparities in school profiling.”
9 “History of the Department,” Las Ve-
gas Metropolitan Police Department, School District. 32 “Statistical Report, Calendar Year 2019,”
accessed March 16, 2021, https://www. 19 “Statistical Report, Calendar Year 2019,” Department of Juvenile Justice Services,
lvmpd.com/en-us/Pages/HistoryoftheDe- Department of Juvenile Justice Services, Clark County, Nevada.
partment.aspx. Clark County, Nevada, 24-25 33 “Statistical Report, Calendar Year 2019,”
10 Joyce Lupiani, “Wrongful death lawsuit 20 From FOIA request. Tracker on file with Department of Juvenile Justice Services,
filed against LVMPD by Roy Scott’s family,” the author. Clark County, Nevada.
ABC13 KTNV Las Vegas, November 21 Canyon Springs High School and South 34 Alice Speri, “From School Suspension to
18, 2018, https://www.ktnv.com/news/ Continuation Immigration Detention,” The Intercept,
wrongful-death-lawsuit-filed-against- February 11, 2018, https://theintercept.
22 “Asphyxiating, poisonous, or other gases.”
lvmpd-by-roy-scotts-family; “LVMPD to com/2018/02/11/ice-schools-immigrant-
pay $2.2 million to family of man put in 23 “Asphyxiating, poisonous, or other gases.” students-ms-13-long-island/.
deadly chokehold,” News3 Las Vegas, 24 Charlotte West, “Pepper Spray is Toxic, 35 “Comprehensive Annual Budget Report
July 17, 2020, https://news3lv.com/news/ Experts Say. So Why Is It Being Used for Fiscal Year Ending June 30, 2019,”
local/lvmpd-to-pay-22-million-in-wrongful- on Children?” The Appeal, September Clark County School District, ES-18.
death-lawsuit-by-family-of-tashi-farmer . 10, 2019, https://theappeal.org/pepper-
36 “Clark County School District: Overview,”
spray-is-toxic-experts-say-so-why-is-it-be-
Las Vegas Sun, accessed March 16,
ing-used-on-children/.
2021, https://lasvegassun.com/guides/
about/ccsd/.

Endnotes Arrested Learning: A survey of youth experiences of police and security at school | 83
37 Bonnie V. Durant et al, “NASN po- 47 “Comprehensive Annual Budget Report Psychologist, 74(1), https://doi.org/10.1037/
sition statement: caseload assign- for Fiscal Year Ending June 30, 2019,” amp0000339, 101–116. (This study con-
ments,” January 2011, https://doi. Clark County School District, Inf-3.. cludes that racial discrimination may be a
org/10.1177/1942602X10391969. 48 “Comprehensive Annual Budget Report risk factor for PTSD.)
38 Calculations based on 320,000 students. for Fiscal Year Ending June 30, 2019,” 57 Randall Reback, “Non-instructional
“About,” Clark County School District Clark County School District, ES-18. spending improves non-cognitive
Newsroom, accessed June 21, 2020, 49 “School Safety,” Clark County School outcomes: Discontinuity evidence from
http://newsroom.ccsd.net/about/. District, accessed March 17, 2021, https:// a unique school counselor financing
39 Cristen Drummond, “CCSD Hires More ccsd.net/district/school-safety/; “Com- system,” American Education Finance
Social Workers, Puts Plan in Place to prehensive Annual Budget Report for Association, 5 (2), 2010, http://www.
Address Mental Health Issues,” 8 News Fiscal Year Ending June 30, 2019,” Clark mitpressjournals.org/doi/pdf/10.1162/
Now Las Vegas, August 8, 2019, https:// County School District, Fin-35. edfp.2010.5.2.5201, 105–137; Richard T.
www.8newsnow.com/news/local-news/ Lapan, Norman C Gysbers, and Gregori
50 “Comprehensive Annual Budget Report
ccsd-hires-more-social-workers-puts-plan- F. Petroski, “Helping seventh graders be
for Fiscal Year Ending June 30, 2019,”
in-place-to-address-mental-health-issues/. safe and successful: A statewide study
Clark County School District, Inf-69.
of the impact of comprehensive guid-
40 “NASP Recommendations for Compre- 51 “Comprehensive Annual Budget Report ance and counseling programs.” Journal
hensive School Safety Policies,” National for Fiscal Year Ending June 30, 2019,” of Counseling and Development, 79(3),
Association of School Psychologists, Clark County School District, Inf-69. 2011, https://onlinelibrary.wiley.com/doi/
January 2013, https://drive.google.com/
52 “Comprehensive Annual Budget Report abs/10.1002/j.1556-6676.2001.tb01977.x,
file/d/1Pkxmi0D-lAeyBu65ugnkFQP-Lus-
for Fiscal Year Ending June 30, 2019,” 320-330.
JYtEU/view, 2.
Clark County School District, Inf-65. 58 Jenni Jennings, Glen Pearson, and Mark Har-
41 Calculations based on 320,000 students.
53 Gary Sweeten, “Who Will Graduate? ris, “Implementing and Maintaining School-
“About,” Clark County School District
Disruption of High School Education by Based Mental Health Services in a Large, Ur-
Newsroom, accessed June 21, 2020,
Arrest and Court Involvement” Justice ban School District,” Journal of School Health,
http://newsroom.ccsd.net/about/.
Quarterly 23 (4), 2006, https://www. 70(5), https://doi.org/10.1111/j.1746-1561.2000.
42 The number of school psychologists masslegalservices.org/system/files/ tb06473.x, 201–206.
is based on the reported ratio of one library/H.S.ed_and_arrest_-_ct_involve- 59 Jason P. Nance, “Students, Police, and
school psychologist for every 2,200 ment_study_by_Sweeten.pdf, 473. the School-to-Prison Pipeline,” citing
students. Joe Schoenmann, “1 Per 2,000
54 David S. Yearer et al, “Loss of Institutional “Improving School Climate: Findings from
Students: Does CCSD Have Enough
Trust Among Racial and Ethnic Minority Schools Implementing Restorative Prac-
School Psychologists?” Nevada Public
Adolescents: A Consequence of Proce- tices,” National Institute for Restorative
Radio, November 4, 2019, https://knpr.
dural Injustice and a Cause of Life=Span Practices, 2009, https://www.iirp.edu/pdf/
org/knpr/2019-11/1-2000-students-does-
Outcomes,” Child Development 88 (2), IIRP-Improving-School-Climate-2009.pdf
ccsd-have-enough-school-psychologists.
February 2017, https://doi.org/10.1111/ (noting that several schools have seen
43 “NASP Recommendations for Compre- cdev.12697, 658-676. positive safety results from implementing
hensive School Safety Policies,” National restorative justice).
55 Michelle Mbekeani-Wiley, “Handcuffs
Association of School Psychologists, 2.
in Hallways: The state of policing in 60 Kenneth Alonzo Anderson, “Policing and
44 The number of school psychologists Chicago public schools,” Sargent Shriver Middle School: An Evaluation of a State-
is based on the reported ratio of one National Center on Poverty Law, Feb- wide School Resource Officer Policy,”
school psychologist for every 2,200 ruary 2017, https://www.povertylaw.org/ Middle Graves Review, 4(2), 2018, https://
students. Joe Schoenmann, “1 Per 2,000 wp-content/uploads/2020/07/handcuffs- scholarworks.uvm.edu/mgreview/vol4/
Students: Does CCSD Have Enough in-hallways-amended-rev1.pdf iss2/7; Lynn A. Addington, “Cops and
School Psychologists?” Nevada Public Cameras: Public School Security as a Pol-
56 José A. Soto, Nana A. Dawson-Andoh,
Radio, November 4, 2019, https://knpr. icy Response to Columbine,” American
and Rhonda BeLue, “The Relationship
org/knpr/2019-11/1-2000-students-does- Behavioral Scientist, 2009, https://doi.
Between Perceived Discrimination and
ccsd-have-enough-school-psychologists. org/10.1177/0002764209332556; Randy
Generalized Anxiety Disorder Among
45 Calculation based on the budgeted ratio African Americans, Afro Caribbeans, Borum et al, “What Can be Done About
of one school counselor per 400 students and Non-Hispanic Whites,” Journal of School Shootings? A Review of the
for a student population of 320,000. See: Anxiety Disorders, 25 (2), March 2011, Evidence,” Educational Researcher, 39(1),
“Comprehensive Annual Budget Report doi:10.1016/j. Janxdis.2010.09.011, 258-65; 2009, https://scholarcommons.usf.edu/
for Fiscal Year Ending June 30, 2019,” Yin Paradies et al, “Racism as a Determi- mhlp_facpub/534/; “Are Zero Tolerance
Clark County School District, Inf-3. nant of Health: A systematic Review and Policies Effective in the Schools? An Evi-
46 Carol Miller Lieber, “Increasing College Meta-Analysis,” PLoS One, 10(9), 2915, dentiary Review and Recommendations,
Access Through School based Models of https://www.ncbi.nlm.nih.gov/pmc/arti- American Psychological Association
Postsecondary Preparation, Planning, and cles/PMC4580597/; Nicholas J. Sibrava Zero Tolerance Task Force, 63(9), 2008,
Support,” Educators for Social Responsibility, et al, “Posttraumatic Stress Disorder https://doi.apa.org/doiLanding?doi=10.103
January 2009, http://www.engagingschools. in African American and Latino Adults: 7%2F0003-066X.63.9.852.
org/wp-content/uploads/2014/05/Increas- Clinical Course and the Role of Racial
ing-College-Access.pdf. and Ethnic Discrimination,” American

84 | Arrested Learning: A survey of youth experiences of police and security at school Endnotes
New York City Public Schools, New York
1 This document only analyzes police 6 “Information and Data Overview,” Demo- 16 See, for example: Adopted Budget Fiscal
interventions for individuals 21 years graphic Snapshot, NYC Department of Year 2021, Supporting Schedules, The
old and younger. The NYPD’s School Education Infohub. City of New York, https://www1.nyc.gov/
Safety Data does not indicate whether 7 “DOE Data at a Glance,” New York City assets/omb/downloads/pdf/ss6-20.pdf.
an individual is a student, so the report Department of Education. 17 The 2019-2020 school year is omitted
uses 21 years old and younger as a because students were learning remote-
8 “About NYPD,” New York Police Depart-
proxy for indicating that the person is ly. NYPD SY 2016 - 2017 SSA Reports
ment, accessed March 20, 2021, https://
a student. This analysis uses school by Precinct; NYPD SY 2017-2018 SSA
www1.nyc.gov/site/nypd/about/about-
safety data from 2016 to 2020, prior to Reports by Precinct; NYPD 2018-2019
nypd/about-nypd-landing.page.
the start of remote learning. See: NYPD SSA Reports by Precinct.
SY 2016 - 2017 SSA Reports by Precinct; 9 “Changing the NYPD: A Progressive
Blueprint for Sweeping Reform,” Police 18 “Are Black Kids Worse? Myths and Facts
NYPD SY 2017-2018 SSA Reports by
Reform Organizing Project and the about Racial Differences in Behavior,
Precinct; NYPD 2018-2019 SSA Reports
Walter Leitner international Human rights A Summary of the Literature,” The Eq-
by Precinct; NYPD SY 2019 - 2020 SSA
Clinic, May 2014, http://www.policere- uity Project at Indiana University, 2014,
Reports by Precinct, New York Police
formorganizingproject.org/wp-content/ https://www.justice4all.org/wp-content/
Department, https://www1.nyc.gov/site/
uploads/2014/07/A-Blueprint-for-NYPD- uploads/2016/04/Are-Black-Kids-Worse-
nypd/stats/reports-analysis/school-safety.
Reform.pdf, 4. Myths-and-Facts-About-Racial-Differenc-
2 This report uses student population, es-in-Behavior.pdf.
calculated on the mean, from 2016- 10 “Court Rules Communities United for
Police Reform May intervene in NYPD 19 NYPD SY 2016 - 2017 SSA Reports
2020. Where NYC Public Schools uses
Misconduct Database Case,” Commu- by Precinct; NYPD SY 2017-2018 SSA
“Hispanic” and “Asian,” this report uses
nities United for Police Reform, August Reports by Precinct; NYPD 2018-2019
“Latinx and AAPI.” See: “Information and
25, 2020, https://www.changethenypd. SSA Reports by Precinct; NYPD SY 2019
Data Overview,” Demographic Snapshot,
org/releases/court-rules-communi- - 2020 SSA Reports by Precinct (prior to
NYC Department of Education Infohub,
ties-united-police-reform-may-inter- remote learning).
accessed March 24, 2021, https://info-
hub.nyced.org/reports/school-quality/ vene-nypd-misconduct-database-case. 20 Adopted Budget Fiscal Year 2021,
information-and-data-overview. 11 Joe Anuta, “School safety agents will Supporting Schedules, The City of
stay under NYPD this year, despite city’s New York; Adopted Budget Fiscal Year
3 Adopted Budget Fiscal Year 2021, Sup-
claims of $1B cut,” Politico, July 2, 2020, 2020, Supporting Schedules, The City
porting Schedules, The City of New York,
https://www.politico.com/states/new-york/ of New York; Adopted Budget Fiscal
https://www1.nyc.gov/assets/omb/down-
albany/story/2020/07/02/school-safety- Year 2019, Supporting Schedules, The
loads/pdf/ss6-20.pdf; Adopted Budget
agents-will-stay-under-nypd-this-year-de- City of New York; Adopted Budget Fis-
Fiscal Year 2020, Supporting Schedules,
spite-citys-claims-of-1b-cut-1296868. cal Year 2018, Supporting Schedules,
The City of New York, https://www1.nyc.
The City of New York; Adopted Budget
gov/assets/omb/downloads/pdf/ss6-19. 12 Alex Zimmerman, “Proposed reforms
Fiscal Year 2017, Supporting Schedules,
pdf; Adopted Budget Fiscal Year 2019, to NYC school policing would limit
The City of New York.
Supporting Schedules, The City of New arrests, use of handcuffs, and hospi-
York, https://www1.nyc.gov/assets/omb/ tal transfers,” Chalkbeat New York, 21 Departmental Estimates, The City of
downloads/pdf/ss6-18.pdf; Adopted February 17, 202, https://ny.chalkbeat. New York, Fiscal Year 2022.
Budget Fiscal Year 2018, Supporting org/2021/2/17/22288328/school-police- 22 Parsing the total exact cost of the
Schedules, The City of New York, https:// reform-nyc. Safety Division is impossible due to the
www1.nyc.gov/assets/omb/downloads/ 13 The Center for Popular Democracy unknown contribution of fringe benefits
pdf/ss6-17.pdf; Adopted Budget Fiscal and the Urban Youth Collaborative, for non-SSA personnel members from
Year 2017, Supporting Schedules, The “The $746 Million Dollar School-to-Pris- others in the same category. The fringe
City of New York, https://www1.nyc.gov/ on-and-Deportation Pipeline,” April 2017, benefit costs of School Safety Agents
assets/omb/downloads/pdf/ss6-16.pdf. https://www.populardemocracy.org/ are listed separately in the budget. The
4 NYPD SY 2016 - 2017 SSA Reports sites/default/files/STPP_layout_web_ numbers presented here are based on
by Precinct; NYPD SY 2017-2018 SSA final.pdf, 6. the following line items in each year’s
Reports by Precinct; NYPD 2018-2019 supporting schedules: NYPD School
14 Departmental Estimates, The City of
SSA Reports by Precinct; NYPD SY 2019 Safety Division Personnel Services, the
New York, Fiscal Year 2022, https://
- 2020 SSA Reports by Precinct (prior to NYPD School Safety Division Other Than
www1.nyc.gov/assets/omb/downloads/
remote learning). Personnel Services, additional School
pdf/de1-21.pdf.
Safety Agent Salary Costs under different
5 “DOE Data at a Glance,” New York City 15 Sophia Chang, “City Hall Says No Deci- NYPD departments, School Safety Agent
Department of Education, accessed sion on Hiring 475 New School Safety Fringe Benefits not listed under a partic-
March 20, 2021, https://www.schools. Agents,” The Gothamist, February 20, ular agency budget, and the salary of the
nyc.gov/about-us/reports/doe-data-at-a- 2021, https://gothamist.com/news/city- Director of School Safety as listed under
glance. hall-says-no-decision-yet-hiring-475-new- the Department of Education.
nypd-school-safety-agents.

Endnotes Arrested Learning: A survey of youth experiences of police and security at school | 85
23 “Mayor De Blasio, First Lady McCray, 28 José A. Soto, Nana A. Dawson-Andoh, 30 Jenni Jennings, Glen Pearson, and Mark
Chancellor Carranza Announce Major and Rhonda BeLue, “The Relationship Harris, “Implementing and Maintaining
Expansion of Social-Emotional Learning Between Perceived Discrimination and School-Based Mental Health Services in
and Restorative Justice Across All City Generalized Anxiety Disorder Among a Large, Urban School District,” Jour-
Schools, June 20, 2019, https://www1. African Americans, Afro Caribbeans, nal of School Health, 70(5), https://doi.
nyc.gov/office-of-the-mayor/news/314-19/ and Non-Hispanic Whites,” Journal of org/10.1111/j.1746-1561.2000.tb06473.x,
mayor-de-blasio-first-lady-mccray-chan- Anxiety Disorders, 25 (2), March 2011, 201– 206.
cellor-carranza-major-expansion-of#/0. doi:10.1016/j. Janxdis.2010.09.011, 258-65; 31 Jason P. Nance, “Students, Police, and
24 NYPD SY 2016 - 2017 SSA Reports by Yin Paradies et al, “Racism as a Determi- the School-to-Prison Pipeline,” citing
Precinct; NYPD SY 2019 - 2020 SSA nant of Health: A systematic Review and “Improving School Climate: Findings from
Reports by Precinct, New York Police Meta-Analysis,” PLoS One, 10(9), 2915, Schools Implementing Restorative Prac-
Department, https://www1.nyc.gov/site/ https://www.ncbi.nlm.nih.gov/pmc/arti- tices,” National Institute for Restorative
nypd/stats/reports-analysis/school-safety. cles/PMC4580597/; Nicholas J. Sibrava Practices, 2009, https://www.iirp.edu/pdf/
page. 2019-2020 reports pulled from et al, “Posttraumatic Stress Disorder IIRP-Improving-School-Climate-2009.pdf
before the start of Remote Learning. in African American and Latino Adults: (noting that several schools have seen
Clinical Course and the Role of Racial positive safety results from implementing
25 Gary Sweeten, “Who Will Graduate?
and Ethnic Discrimination,” American restorative justice).
Disruption of High School Education by
Psychologist, 74(1), https://doi.org/10.1037/
Arrest and Court Involvement” Justice 32 Kenneth Alonzo Anderson, “Policing and
amp0000339, 101–116. (This study con-
Quarterly 23 (4), 2006, https://www. Middle School: An Evaluation of a State-
cludes that racial discrimination may be a
masslegalservices.org/system/files/ wide School Resource Officer Policy,”
risk factor for PTSD.)
library/H.S.ed_and_arrest_-_ct_involve- Middle Graves Review, 4(2), 2018, https://
ment_study_by_Sweeten.pdf, 473. 29 Randall Reback, “Non-instructional scholarworks.uvm.edu/mgreview/vol4/
spending improves non-cognitive iss2/7; Lynn A. Addington, “Cops and
26 David S. Yearer et al, “Loss of Institutional
outcomes: Discontinuity evidence from Cameras: Public School Security as a Pol-
Trust Among Racial and Ethnic Minority
a unique school counselor financing icy Response to Columbine,” American
Adolescents: A Consequence of Proce-
system,” American Education Finance Behavioral Scientist, 2009, https://doi.
dural Injustice and a Cause of Life=Span
Association, 5 (2), 2010, http://www. org/10.1177/0002764209332556; Randy
Outcomes,” Child Development 88 (2),
mitpressjournals.org/doi/pdf/10.1162/ Borum et al, “What Can be Done About
February 2017, https://doi.org/10.1111/
edfp.2010.5.2.5201, 105–137; Richard T. School Shootings? A Review of the
cdev.12697, 658-676.
Lapan, Norman C Gysbers, and Gregori Evidence,” Educational Researcher, 39(1),
27 Michelle Mbekeani-Wiley, “Handcuffs F. Petroski, “Helping seventh graders be 2009, https://scholarcommons.usf.edu/
in Hallways: The state of policing in safe and successful: A statewide study of mhlp_facpub/534/; “Are Zero Tolerance
Chicago public schools,” Sargent Shriver the impact of comprehensive guidance Policies Effective in the Schools? An Evi-
National Center on Poverty Law, Feb- and counseling programs.” Journal of dentiary Review and Recommendations,
ruary 2017, https://www.povertylaw.org/ Counseling and Development, 79(3), American Psychological Association
wp-content/uploads/2020/07/handcuffs- 2011, https://onlinelibrary.wiley.com/doi/ Zero Tolerance Task Force, 63(9), 2008,
in-hallways-amended-rev1.pdf abs/10.1002/j.1556-6676.2001.tb01977.x, https://doi.apa.org/doiLanding?doi=10.103
320-330. 7%2F0003-066X.63.9.852.

86 | Arrested Learning: A survey of youth experiences of police and security at school Endnotes
Salem-Keizer Public Schools, Oregon
1 Salem-Keizer School Board Meeting, 10 “Salem police chief apologizes after vid- 20 Rachel Alexander, “Salem-Keizer ended
March 9, 2021, https://www.youtube.com/ eo of officer with armed group emerges,” its school resource officer program, but
watch?v=7twzfc-FRT4. (Superintendent Oregon Live, June 5, 2020, https://www. police will still have a scaled-back role in
comments begin at 1:01:16). oregonlive.com/nation/2020/06/salem- the district.”
2 Rachel Alexander, “Salem-Keizer ended police-chief-apologizes-after-video-of-of- 21 Salem-Keizer School Board Meeting,
its school resource officer program, but ficer-with-armed-group-emerges.html. March 9, 2021. (Superintendent com-
police will still have a scaled-back role 11 Saphara Harrell, “Watchdog: Salem board ments begin at 1:01:16).
in the district,” Salem Reporter, March set up to review police complaints hasn’t 22 2019-2020, Adopted Budget, Salem
11, 2021, https://www.salemreporter. seen one in 5 years,” Salem Reporter, Keizer Public Schools, https://mk0salkeiz-
com/posts/3818/salem-keizer-ended-its- January 25, 2021, https://www.salemre- k12or7kyfk.kinstacdn.com/wp-content/
school-resource-officer-program-but-po- porter.com/posts/3468/watchdog-salem- uploads/Fiscal/19-20-Adopted-Bud-
lice-will-still-have-a-scaled-back-role-in- board-set-up-to-review-police-complaints- get-Revised.pdf, 227-228.
the-district. hasnt-seen-one-in-5-years.
23 “Racial and Ethnic Disparities, Relative
3 “About Our District,” Salem-Keizer 12 “We Came to Learn: A Call to Action for Rate Index (RRI), Marion County (2019),”
Public Schools, accessed March 18, Police-Free Schools,” The Advancement Juvenile Justice Information System,
2021, https://salkeiz.k12.or.us/about- Project and the Alliance for Educational https://www.oregon.gov/oya/jjis/Re-
us/; “Salem-Keizer Public Schools: Our Justice, 2018, http://advancementproject. ports/2019MarionRRI.pdf
Students,” Salem Keizer Public Schools, org/wp-content/uploads/WCTLweb/
24 “Detention, Admission Reasons & Length
January 2021, https://mk0salkeiz- docs/We-Came-to-Learn-9-13-18.pdf?re-
of Stay, Marion County (2019),” Juvenile
k12or7kyfk.kinstacdn.com/wp-content/ load=1536822360635, 17-19.
Justice Information System, https://www.
uploads/2021/02/by-the-numbers-2020- 13 Rachel Alexander and Saphara Hall, “For oregon.gov/oya/jjis/Reports/2019Marion-
21-update-Jan-2021.pdf. 50 years, police have patrolled schools Detention.pdf.
4 “Salem-Keizer Public Schools: Our Stu- in Salem. Now, some say it’s time for a
25 “Juvenile Department Programs,” Marion
dents,” Salem Keizer Public Schools. new approach,” Salem Reporter, June
County, Oregon, accessed March 30,
5 “Salem-Keizer Public Schools: Our Stu- 22, 2020, https://www.salemreporter.
2021, https://www.co.marion.or.us/JUV/
dents,” Salem Keizer Public Schools. com/posts/2565/for-50-years-police-
programs/Pages/default.aspx.
have-patrolled-schools-in-salem-now-
6 Rachel Alexander, “For black Salemites, 26 “Juvenile Department Programs,” Marion
some-say-its-time-for-a-new-approach.
recent protests highlight longtime con- County, Oregon.
cerns over racial profiling and equity,” 14 Rachel Alexander and Saphara Hall, “For
50 years, police have patrolled schools 27 “Racial and Ethnic Disparities, Relative
Salem Reporter, June 4, 2020, https://
in Salem. Now, some say it’s time for a Rate Index (RRI), Marion County (2019).”
www.salemreporter.com/posts/2498/
for-black-salemites-recent-protests-high- new approach.” 28 “Racial and Ethnic Disparities, Relative
light-longtime-concerns-over-racial-profil- 15 Rachel Alexander and Saphara Hall, “For Rate Index (RRI), Marion County (2019).”
ing-and-equity. 50 years, police have patrolled schools 29 “Racial and Ethnic Disparities, Relative
7 Rachel Alexander, “For black Salemites, in Salem. Now, some say it’s time for a Rate Index (RRI), Marion County (2019).”
recent protests highlight longtime con- new approach.” This referral information is specific to
cerns over racial profiling and equity,” 16 Rachel Alexander, “Salem-Keizer ended young people, but may not all be occur-
Salem Reporter, June 4, 2020. its school resource officer program, but ring at schools.
8 Natalie Pate, Claire Withycombe, and police will still have a scaled-back role in 30 Rachel Alexander and Saphara Hall, “For
Virginia Barrera, “Salem protesters call the district.” 50 years, police have patrolled schools
for trial, accountability, training following 17 Rachel Alexander and Saphara Hall, in Salem. Now, some say it’s time for a
George Floyd’s murder,” Statesman “Hundreds call on Salem-Keizer to end new approach.”
Journal, June 7, 2020, https://www. contracts with school police.” 31 “Discipline Report,” Salem-Keizer SD
statesmanjournal.com/story/news/ 18 Rachel Alexander and Saphara Hall, 24J, Salem, Oregon, Civil Rights Data
local/2020/06/07/salem-or-protests- “Hundreds call on Salem-Keizer to end Collection, U.S. Department of Education,
george-floyd-portland-racism-protesters- contracts with school police,” Salem 2017, https://ocrdata.ed.gov/profile/9/dis-
naacp/3139295001/. Reporter, June 9, 2020, https://www.sa- trict/28136/disciplinereport?report=true.
9 Andrew Selsky, “Oregon Legislature lemreporter.com/posts/2522/hundreds- 32 Salem-Keizer School Board Meeting,
considers restricting police use of call-on-salem-keizer-to-end-contracts-for- March 9, 2021. (Superintendent com-
tear gas,” Statesman Journal, Febru- police-in-schools. ments begin at 1:01:16).
ary 7, 2021, https://www.statesman- 19 Public Comments, Salem Keizer Public
journal.com/story/news/2021/02/07/ School Board Meetings, 2020, https://mk-
oregon-legislature-considers-restrict- 0salkeizk12or7kyfk.kinstacdn.com/wp-con-
ing-police-use-tear-gas-salem-port- tent/uploads/school-board/supplementary/
land/4397408001/. public-comment-20200623.pdf, 1.

Endnotes Arrested Learning: A survey of youth experiences of police and security at school | 87
33 Derecka Purnell, “How I Became a Police 39 Miriam Rollin, “Here’s How ‘Threat 45 Stephen Sawchuk, “What Schools Need
Abolitionist,” The Atlantic, July 6, 2020, Assessments’ May Be Targeting to Know About Threat Assessment Tech-
https://www.theatlantic.com/ideas/ar- Vulnerable Students,” Education Post, niques,” Education Week, September 3,
chive/2020/07/how-i-became-police-ab- accessed March 22, 2021, https://ed- 2019, https://www.edweek.org/leader-
olitionist/613540/; Elliot C. McLaughlin, ucationpost.org/heres-how-threat-as- ship/what-schools-need-to-know-about-
“Police officers in the US were charged sessments-may-be-targeting-vulner- threat-assessment-techniques/2019/09.
with more than 400 rapes over a 9-year able-students/; “The Risks of Threat 46 Stephen Sawchuk, “What Schools Need
period,” CNN, October 19, 2018, https:// Assessments to Students Are Dire,” End to Know About Threat Assessment Tech-
www.cnn.com/2018/10/19/us/police-sexu- Zero Tolerance, accessed March 20, niques.”
al-assaults-maryland-scope. 2021, https://www.endzerotolerance.
47 “The Risks of Threat Assessments to
34 Derecka Purnell, “How I Became a Police org/single-post/2020/03/29/the-risks-of-
Students Are Dire,” End Zero Tolerance,
Abolitionist.” threat-assessment-to-students-are-dire.
accessed March 20, 2021.
35 Cassandra Mensah, “If We Abolish Police, 40 Bethany Barnes, “Targeted: A Family
48 Michelle Mbekeani-Wiley, “Handcuffs
What Happens to Rapists?” Teen Vogue, and the Quest to Stop the Next School
in Hallways: The state of policing in
June 24, 2020, https://www.teenvogue. Shooter,” The Oregonian, June 26,
Chicago public schools,” Sargent Shriver
com/story/what-happens-to-rapists-if- 2018, https://www.oregonlive.com/news/
National Center on Poverty Law, Feb-
abolish-police. erry-2018/06/75f0f464cb3367/target-
ruary 2017, https://www.povertylaw.org/
ed_a_family_and_the_ques.html.
36 https://www.teenvogue.com/story/ wp-content/uploads/2020/07/handcuffs-
what-happens-to-rapists-if-abolish-po- in-hallways-amended-rev1.pdf.
lice; https://www.thecut.com/2020/10/ 41 “Although limited data is available, it is 49 José A. Soto, Nana A. Dawson-Andoh,
aching-for-abolition.html; https://www. clear that students of color, students and Rhonda BeLue, “The Relationship
theatlantic.com/ideas/archive/2020/07/ with disabilities and other vulnerable Between Perceived Discrimination and
how-i-became-police-abolition- populations are being disproportionately Generalized Anxiety Disorder Among
ist/613540/. impacted.” For example, an investigative African Americans, Afro Caribbeans,
37 Jill Burke, “How a community-based report in New Mexico found that students and Non-Hispanic Whites,” Journal of
program aids sexual assault victims,” in special education and Black students Anxiety Disorders, 25 (2), March 2011,
High Country News, April 23, 2018, were overrepresented in all threat doi:10.1016/j. Janxdis.2010.09.011, 258-65;
https://www.hcn.org/articles/tribal-af- assessments, relative to their share of Yin Paradies et al, “Racism as a Determi-
fairs-how-a-community-based-pro- the population. See: “The Risks of Threat nant of Health: A systematic Review and
gram-aids-sexual-assault-victims; Julie Assessments to Students Are Dire,” End Meta-Analysis,” PLoS One, 10(9), 2915,
Freccero et al, “Responding to Sexual Vi- Zero Tolerance. https://www.ncbi.nlm.nih.gov/pmc/arti-
olence: Community Approaches,” Human 42 “The Risks of Threat Assessments to cles/PMC4580597/; Nicholas J. Sibrava
Rights Center, University of California Students Are Dire,” End Zero Tolerance. et al, “Posttraumatic Stress Disorder
Berkeley, 2015, https://www.law.berkeley. 43 Bethany Barnes, “Targeted: A Family in African American and Latino Adults:
edu/wp-content/uploads/2015/04/Re- and the Quest to Stop the Next School Clinical Course and the Role of Racial
sponding-to-Sexual-Violence_-Communi- Shooter.” and Ethnic Discrimination,” American
ty-Approaches-SV-Working-Paper.pdf. Psychologist, 74(1), https://doi.org/10.1037/
44 Bethany Barnes, “Targeted: A Family
38 Salem-Keizer School Board Meeting, amp0000339, 101–116. (This study con-
and the Quest to Stop the Next School
March 9, 2021. (At approx. 1:05:00) cludes that racial discrimination may be a
Shooter.”
risk factor for PTSD.)

88 | Arrested Learning: A survey of youth experiences of police and security at school Endnotes
Elizabeth Public Schools, New Jersey
1 Board of Education, Elizabeth, New Jersey, 10 Chris Hedges, “Blue Shadows--A special 20 Board of Education, Elizabeth, New Jer-
October 5, 2015, https://www.epsnj.org/ report.; Suspicions Swirl Around New sey, May 9, 2019, https://www.epsnj.org/
cms/lib/NJ01912667/Centricity/Domain/77/ Jersey Police Clique,” The New York site/handlers/filedownload.ashx?modu-
OFFICIAL_MINUTES__10-15-15.pdf, 26. Times, May 13, 2000, https://www.nytimes. leinstanceid=8731&dataid=48829&File-
2 Colleen O’Dea, “Students Question Why com/2000/05/13/nyregion/blue-shadows- Name=OFFICIAL%20MINUTES%20%20
Schools Paying More to Have Police a-special-report-suspicions-swirl-around- 5-9-19%20Business.pdf, 3.
On-Site Rather than Nurses,” NJ Spot- new-jersey-police-clique.html. 21 Board of Education, Elizabeth, New Jersey,
light News, August 5, 2020, https://www. 11 Chris Hedges, “Blue Shadows--A special October 5, 2015, https://www.epsnj.org/
njspotlight.com/2020/08/students-ques- report.; Suspicions Swirl Around New cms/lib/NJ01912667/Centricity/Domain/77/
tion-why-schools-paying-more-to-have- Jersey Police Clique.” OFFICIAL_MINUTES__10-15-15.pdf, 26.
police-on-site-rather-than-nurses/. 12 S.P. Sullivan and Rebecca Everett, “Res- 22 Colleen O’Dea, “Students Question Why
3 “NJ School Performance Report,” idents say this troubled N.J. police de- Schools Paying More to Have Police
Student to Staff Ratios, accessed March partment ignores excessive force com- On-Site Rather than Nurses,” NJ Spot-
17, 2021, https://rc.doe.state.nj.us/ plaints. Records reveal it hasn’t upheld light News, August 5, 2020, https://www.
report.aspx?type=district&lang=en- a case in years,” NJ.com, May 20, 2019, njspotlight.com/2020/08/students-ques-
glish&county=39&district=1320&- https://www.nj.com/politics/2019/05/ tion-why-schools-paying-more-to-have-
schoolyear=2018-2019#P7024698d- residents-say-this-troubled-nj-police-de- police-on-site-rather-than-nurses/.
26c54f7d8e6a2ef43c0034be_2_48iS6. partment-ignores-excessive-force-com- 23 “NJ School Performance Report,”
4 Comprehensive Annual Financial Report plaints-records-show-it-hasnt-upheld-a- Student to Staff Ratios, accessed March
for the Fiscal Year Ended June 30, 2019, case-in-years.html. 17, 2021, https://rc.doe.state.nj.us/
City of Elizabeth School District, Eliza- 13 S.P. Sullivan and Rebecca Everett, report.aspx?type=district&lang=en-
beth, New Jersey, https://www.state.nj.us/ “Residents say this troubled N.J. police glish&county=39&district=1320&-
education/finance/fp/cafr/search/18/1320. department ignores excessive force schoolyear=2018-2019#P7024698d-
pdf, 105 and 108. complaints. Records reveal it hasn’t 26c54f7d8e6a2ef43c0034be_2_48iS6.
5 “Discipline Report,” Elizabeth Public upheld a case in years.” 24 Board of Education, Elizabeth, New Jer-
Schools, Elizabeth, New Jersey, Civil 14 S.P. Sullivan and Rebecca Everett, sey, May 9, 2019, 3.
Rights Data Collection, U.S. Depart- “Residents say this troubled N.J. police 25 Board of Education, Elizabeth, New Jer-
ment of Education, 2017, https://ocrdata. department ignores excessive force sey, May 9, 2019, 3.
ed.gov/profile/9/district/28302/discipli- complaints. Records reveal it hasn’t
26 “Student Safety and Discipline in New
nereport?report=true. upheld a case in years.”
Jersey Public Schools,” State of New
6 “Elizabeth Public Schools,” NJ School 15 Tom Moran, “Faced with racism crisis at Jersey Department of Education, 2017-
Performance Report, Demographics, Elizabeth Police HQ, Clueless Mayor Boll- 2018, https://files.eric.ed.gov/fulltext/
2018-2019, https://rc.doe.state.nj.us/ wage dawdles,” NJ.com, June 11, 2019, ED599466.pdf, 3, 8.
report.aspx?type=district&lang=en- https://www.nj.com/opinion/2019/06/
27 Gary Sweeten, “Who Will Graduate?
glish&county=39&district=1320&- faced-with-racism-crisis-at-elizabeth-po-
Disruption of High School Education by
schoolyear=2018-2019#P0feb1683bc- lice-hq-clueless-mayor-bollwage-daw-
Arrest and Court Involvement” Justice
b94001a6fabf47e6b0ba4d_2_80iS0; dles-moran.html.
Quarterly 23 (4), 2006, https://www.
“About Elizabeth Public Schools,” 16 Will Mack, “Elizabeth, New Jersey Up- masslegalservices.org/system/files/
accessed March 18, 2021, https://www. rising (1964),” December 17, 2017, https:// library/H.S.ed_and_arrest_-_ct_involve-
epsnj.org/Page/3306#:~:text=The%20Eliz- www.blackpast.org/african-american-his- ment_study_by_Sweeten.pdf, 473.
abeth%20Public%20Schools%20is,in%20 tory/elizabeth-new-jersey-uprising-1964/.
its%2036%20school%20communities. 28 Alice Speri, “From School Suspension
17 Will Mack, “Elizabeth, New Jersey Upris- to Immigration Detention” The Intercept,
7 This report uses “Latinx” where Elizabeth ing (1964).” February 11, 2018, https://theintercept.
Public Schools uses “Hispanic.
18 Daniel Han, “Hundreds rally in Eliza- com/2018/02/11/ice-schools-immigrant-
8 “Elizabeth Public Schools,” NJ School beth: ‘Am I going to be the next George students-ms-13-long-island/.
Performance Report, Demographics, Floyd?” My Central Jersey, June 7, 2020, 29 “Discipline Report,” Elizabeth Public
2018-2019, https://www.mycentraljersey.com/story/ Schools, Elizabeth, New Jersey, Civil
9 “Elizabeth Public Schools,” NJ School news/local/union-county/2020/06/07/ Rights Data Collection, U.S. Department
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2018-2019. george-floyd/3169947001/.
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19 “The New Jersey Guide to Establishing a for the Fiscal Year Ended June 30, 2019,
Safe Schools Resource Officer Program City of Elizabeth School District, 108.
in Your Community,” 1998, https://www.
31 Comprehensive Annual Financial Report
state.nj.us/lps/dcj/pdfs/safeschl.pdf.
for the Fiscal Year Ended June 30, 2019,
City of Elizabeth School District, 105-106.

Endnotes Arrested Learning: A survey of youth experiences of police and security at school | 89
32 Comprehensive Annual Financial Report 42 Michelle Mbekeani-Wiley, “Handcuffs 45 Jenni Jennings, Glen Pearson, and
for the Fiscal Year Ended June 30, 2019, in Hallways: The state of policing in Mark Harris, “Implementing and Main-
City of Elizabeth School District, 105, 106, Chicago public schools,” Sargent taining School-Based Mental Health
108. Shriver National Center on Poverty Law, Services in a Large, Urban School Dis-
33 Board of Education, Elizabeth, New February 2017, https://www.povertylaw. trict,” Journal of School Health, 70(5),
Jersey, May 9, 2019, 3. org/wp-content/uploads/2020/07/hand- https://doi.org/10.1111/j.1746-1561.2000.
cuffs-in-hallways-amended-rev1.pdf. tb06473.x, 201– 206.
34 “2019 COPS School Violence Preven-
tion Program,” Office of Community 43 José A. Soto, Nana A. Dawson-Andoh, 46 Jason P. Nance, “Students, Police, and
Oriented Policing Services, U.S. Depart- and Rhonda BeLue, “The Relationship the School-to-Prison Pipeline,” citing
ment of Justice, https://cops.usdoj.gov/ Between Perceived Discrimination and “Improving School Climate: Findings
pdf/2019AwardDocs/svpp/Award_List. Generalized Anxiety Disorder Among from Schools Implementing Restorative
pdf. African Americans, Afro Caribbeans, Practices,” National Institute for Re-
and Non-Hispanic Whites,” Journal storative Practices, 2009, https://www.
35 “2020 COPS Office School Violence
of Anxiety Disorders, 25(2), March iirp.edu/pdf/IIRP-Improving-School-Cli-
Prevention Program (SVPP) Application
2011, doi:10.1016/j. Janxdis.2010.09.011, mate-2009.pdf (noting that several
Guide,” Community Oriented Policing
258-65; Yin Paradies et al, “Racism as schools have seen positive safety
Services, U.S. Department of Justice,
a Determinant of Health: A systematic results from implementing restorative
https://cops.usdoj.gov/pdf/2020Award-
Review and Meta-Analysis,” PLoS One, justice).
Docs/svpp/app_guide.pdf.
10(9), 2915, https://www.ncbi.nlm.nih. 47 Kenneth Alonzo Anderson, “Policing
36 “2020 COPS Office School Violence gov/pmc/articles/PMC4580597/; Nicho- and Middle School: An Evaluation of a
Prevention Program (SVPP) Application las J. Sibrava et al, “Posttraumatic Stress Statewide School Resource Officer Pol-
Guide.” Disorder in African American and Latino icy,” Middle Graves Review, 4(2), 2018,
37 Colleen O’Dea, “Students Question Why Adults: Clinical Course and the Role https://scholarworks.uvm.edu/mgreview/
Schools Paying More to Have Police of Racial and Ethnic Discrimination,” vol4/iss2/7; Lynn A. Addington, “Cops
On-Site Rather than Nurses.” American Psychologist, 74(1), https://doi. and Cameras: Public School Security as
38 Colleen O’Dea, “Students Question Why org/10.1037/amp0000339, 101–116. (This a Policy Response to Columbine,” Amer-
Schools Paying More to Have Police study concludes that racial discrimina- ican Behavioral Scientist, 2009, https://
On-Site Rather than Nurses.” tion may be a risk factor for PTSD.) doi.org/10.1177/0002764209332556;
39 Colleen O’Dea, “Students Question Why 44 Randall Reback, “Non-instructional Randy Borum et al, “What Can be Done
Schools Paying More to Have Police spending improves non-cognitive About School Shootings? A Review of
On-Site Rather than Nurses.” outcomes: Discontinuity evidence from The Evidence,” Educational Researcher,
a unique school counselor financing 39(1), 2009, https://scholarcommons.usf.
40 Gary Sweeten, “Who Will Graduate?
system,” American Education Finance edu/mhlp_facpub/534/; “Are Zero Toler-
Disruption of High School Education by
Association, 5(2), 2010, http://www. ance Policies Effective in the Schools?
Arrest and Court Involvement” Justice
mitpressjournals.org/doi/pdf/10.1162/ An Evidentiary Review and Recommen-
Quarterly 23 (4), 2006, https://www.
edfp.2010.5.2.5201, 105–137; Richard T. dations, American Psychological Associ-
masslegalservices.org/system/files/
Lapan, Norman C Gysbers, and Gregori ation Zero Tolerance Task Force, 63(9),
library/H.S.ed_and_arrest_-_ct_involve-
F. Petroski, “Helping seventh graders be 2008, https://doi.apa.org/doiLanding?-
ment_study_by_Sweeten.pdf, 473.
safe and successful: A statewide study doi=10.1037%2F0003-066X.63.9.852.
41 David S. Yearer et al, “Loss of Institu- of the impact of comprehensive guid-
tional Trust Among Racial and Ethnic ance and counseling programs,” Journal
Minority Adolescents: A Consequence of Counseling and Development, 79(3),
of Procedural Injustice and a Cause of 2011, https://onlinelibrary.wiley.com/doi/
Life=Span Outcomes,” Child Develop- abs/10.1002/j.1556-6676.2001.tb01977.x,
ment 88(2), February 2017, https://doi. 320-330.
org/10.1111/cdev.12697, 658-676.

Methodology and Survey Sample

1 “Information and Data Overview,” Demo- 2 See, for example: NYPD SY 2016 - 2017 3 “NYPD Student Safety Act Report Defini-
graphic Snapshot, NYC Department of SSA Reports by Precinct; NYPD SY tions,” accessed March 24, 2021, https://
Education Infohub, accessed March 24, 2017-2018 SSA Reports by Precinct; www1.nyc.gov/assets/nypd/downloads/
2021, https://infohub.nyced.org/reports/ NYPD 2018-2019 SSA Reports by pdf/school_safety/student-safety-act-re-
school-quality/information-and-da- Precinct, New York Police Department, port-definitions.pdf.
ta-overview https://www1.nyc.gov/site/nypd/stats/
reports-analysis/school-safety.page.

90 | Arrested Learning: A survey of youth experiences of police and security at school Endnotes