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Pilot Evaluation of K-12 School Security Professionals Online Training: Understanding Trauma and Social–Emotional Learning

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Abstract

School resource officers and other school security professionals (SSPs) (e.g., security specialists, guardians, campus monitors) have become increasingly common in schools; however, most states do not require that these professionals receive training related to understanding trauma and how it may affect students’ behavior and how to promote social–emotional learning competencies among students. The current project evaluated an online professional development program for SSPs that provides education on two topics related to best practices in working with youth in K-12 school settings: trauma-informed care (TIC) and social–emotional learning. This study used a posttest-only design of 96 SSPs from a county in the southeastern United States. Participants self-selected into two trainings: Cohort 1 (immediate intervention, May 2019) or Cohort 2 (delayed intervention–control group, August 2019). A linear regression model indicated that Cohort 1 (immediate intervention) scored significantly higher on TIC knowledge (b = .36, p < .01) and competencies (b = .31, p < .01) than Cohort 2 (delayed intervention–control group). More studies are needed to assess how training for SSPs directly impacts school climate and school safety.

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Funding

This work was funded with a grant from National Institute of Justice. The findings and conclusions in this paper are those of the authors and do not necessarily represent the official position of the National Institute of Justice.

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Authors and Affiliations

  1. Peabody School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, USA

    Dorothy L. Espelage, Alberto Valido, Luz E. Robinson & Katherine M. Ingram

  2. University of Florida, Gainesville, USA

    America J. El Sheikh, Cagil Torgal, Catherine G. Atria, Pamela K. Chalfant, Angelica M. Nicholson, Christine D. Salama & Philip E. Poekert

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  1. Dorothy L. Espelage
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  2. Alberto Valido
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  3. America J. El Sheikh
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  6. Cagil Torgal
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Correspondence to Dorothy L. Espelage.

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Espelage, D.L., Valido, A., El Sheikh, A.J. et al. Pilot Evaluation of K-12 School Security Professionals Online Training: Understanding Trauma and Social–Emotional Learning. School Mental Health 13, 41–54 (2021). https://doi.org/10.1007/s12310-020-09399-2

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