Researchers say increasing the police presence in schools isn't the best way to address classroom violence. One expert in Iowa says educators would do better to treat the underlying causes.

Fifty years ago, just 1% of the nation's public schools had police officers on campus. That number has jumped to more than 40% now.

The 1999 Columbine High School shooting in Colorado prompted officials to harden schools with more police presence, thinking it would keep students safer.

Iowa State University Associate Dean for the Department of Sociology and Criminal Justice Monic Behnken said academic research shows that hasn't worked.

"What the literature is clear about for the past 20 years is actually the thing that you want to do is, you want to soften your schools," said Behnken. "You want to increase access to therapists, counselors, social workers, community liaisons."

Behnken said these professionals can address the emotional and social stressors among kids before they'd commit crimes.

She added that although school shootings have increased and get huge media attention when they happen, they are still statistically rare.

Behnken said data show that School Resource Officers (SROs), have next to no impact on stopping violence, bullying, or even schoolyard fights - but they do have a big impact in other areas.

"The research shows that SROs are good at policing," said Behnken. "So, they are fantastic in a school that has a drug problem. They are fantastic at a school that has a gang problem."

Behnken said otherwise, more officers on school campuses can do more harm than good - because school staff may learn to rely on SROs to solve discipline problems that administrators could handle without having to involve the police.




get more stories like this via email

Connecticut educators and other public sector workers are celebrating passage of the Social Security Fairness Act.

The new federal law repealed two provisions which had reduced Social Security benefits for some public sector workers who also receive a pension and who will now be eligible for benefits they would have earned in 2024.

Kate Dias, president of the Connecticut Education Association, said passing this law rights a 40-year-old wrong.

"The government chose, erroneously, to penalize public service employees to try and balance Social Security, and it was never a just cause," Dias asserted. "It's great to see this overturned; money returned to people who have rightfully earned it."

Supporters of the change said the biggest challenge to passing the law was many people were unaware of these limits for public employees. Some critics charged it could speed up the timelinefor Social Security's insolvency.

Dias feels there's more work to do, including higher teacher salaries to reflect the education required to do the work. Reports show most Connecticut salaries do not keep up with the cost of living.

Feedback on the law has been overwhelmingly positive. Dias noted the money being reimbursed to public sector workers will enable some to retire who otherwise could not, without losing certain benefits.

"We have teachers that are in their 70s that haven't been able to retire," Dias observed. "This is going to enable them to do that. We've gotten the stories from people who called us and said, 'I've been living moment to moment, paycheck to paycheck, and been collecting food stamps, and now I'm not going to have to do that. I'm not going to be a burden to my family.'"

The new law may also help Connecticut recruit second-career teachers, people with previous careers as accountants, engineers and in other in-demand fields. Since the state is in the third year of a teacher shortage, Dias added it could help close widening gaps.

"In terms of retention, those second-career educators we have brought into the profession often have to leave before they are vested in the pension so they don't get penalized," Dias pointed out. "That's a problem as well, because they're only with our profession for a short period of time, as opposed to being able to have a long career."

A North Carolina university student is breaking new ground in math education.

Megan McAnany is an elementary and special education major at William Peace University.

She is making history as the first student from her school to win the North Carolina Council of Teachers of Mathematics Outstanding Mathematics Education Student award.

McAnany said her achievement highlights her dedication to math education, and the value of her university's personalized teaching approach.

"I felt very honored to be able to be the one that's recognized for my school," said McAnany. "And I think part of that is because I had such great classmates, and a teacher that focused really on that one-on-one."

The NCCTM began recognizing college students in 2012, with winners typically coming from larger institutions - such as East Carolina, North Carolina State, and Elon University.

McAnany is set to begin student teaching this spring, following her successful placement at Green Elementary in Raleigh.

She said her goal is to make math engaging and approachable, something that played a key role in earning the award. She also credited her student-centered approach for its impact on young learners.

"You have to see your student - who they are, who their interests are, what their strengths are, and what their needs are," said McAnany. "And instead of teaching everybody the same and giving them the same strategies, you have to look at it as an individualized student and help them find different strategies. "

As North Carolina grapples with a shortage of teachers, McAnany said she is ready to bring fresh energy and innovative strategies to the classroom, inspiring the next generation of learners.

Despite pushback, Idaho is again targeting diversity and inclusion efforts on college campuses.

Over the holiday break, the Idaho State Board of Education passed the "Resolution on DEI Ideology in Higher Education," which prevents "central offices, policies, procedures or initiatives" on diversity, equity and inclusion.

Francisco Salinas, who currently works at Spokane Falls Community College, has worked at the University of Idaho and Boise State University, including as director of student diversity and inclusion. He said he worked with students and student groups that welcomed and supported peers with similar backgrounds and experiences.

"I got to see it be transformational in the lives of students, and it was heartwarming," Salinas recounted. "That's why it's so heartbreaking to see these things taken away."

The board said DEI efforts in higher education are not welcoming for every student but the board acknowledged at the Dec. 18 meeting where the resolution passed it received feedback from nearly 700 students, about 80% of whom were against the resolution.

Many Idaho universities have already closed or renamed offices and positions associated with diversity and inclusion, including Salinas, who had his job title changed to assistant to the vice president for equity initiatives at Boise State University before he left in 2022. He stressed students and staff are likely to reconsider coming to or staying in Idaho.

"This kind of thing makes it less likely that the state of Idaho not only will see a diverse population of students in higher education but it's a real signal for faculty that might consider employment in the state of Idaho that the state of Idaho is actually hostile to diversity efforts," Salinas contended.

Higher education institutions are required to comply with the resolution by June 30 but Salinas hopes students in particular feel it is an ongoing discussion.

"Because there was a decision made does not mean that the conversation is over, and that's the way that power works," Salinas asserted. "It's an ongoing negotiation, but they need to know that they have a place in that negotiation."


get more stories like this via email