By Christy Martin
Communities are navigating a period in which schools and educational technology must rapidly evolve to meet changing societal needs. The COVID-19 pandemic has introduced new risks to health and safety and demands a fundamental rethinking not only of teaching and learning but also of the support systems that surround students and educators.
Alongside education, law enforcement is facing calls for significant reform. One proposed change is to reallocate school resource officer (SRO) funding toward social workers or humanitarian staff to accompany officers on calls and patrols. Those advocating for this shift may not have worked closely with skilled school resource officers and might underestimate their broader role in schools.
School resource officers are, in many ways, part social worker. At their best, they act as a bridge between at-risk youth and social services, child protection agencies, and educators. Well-trained SROs can connect with young people in ways other adults sometimes cannot, providing both a sense of safety and access to essential resources. Removing this layer of support would weaken a critical component of student safety. Principals, teachers, parents, and students often rely on SROs as a vital element of a child’s protection network.
That said, the role of the SRO should be reimagined for a post-pandemic and digitally blended school environment. As schools reopen with hybrid models—combining in-person instruction and online learning—SROs will also need to adapt. Just as teachers have integrated technology into their daily practice, officers can expand their services into virtual spaces to better support students, families, and school staff. There are several concrete ways SROs can enhance student safety and well-being in a hybrid learning model:
- SROs already deliver instruction on personal and community safety. This educational role should continue, with officers using the same learning platforms as teachers to offer supplemental or standalone classes—both online and in person—covering topics like personal safety, driving safety, and substance abuse prevention.
- SROs maintain regular contact with a focused group of students: those from homes suspected of abuse or neglect, students exploring careers in law enforcement, students with histories of aggressive behavior, those at academic or social risk, and youth involved with juvenile probation. For these students, officers can provide scheduled online check-ins and in-person support as needed.
- A primary concern with remote learning is the difficulty of monitoring student welfare. Teachers and school staff have fewer opportunities for the “eyes on” observations that reveal abuse, neglect, or sudden family crises. SROs are authorized and trained to perform welfare checks and can partner with educators for home visits—helping with technology setup, delivering materials, offering supplemental instruction, and adding a layer of security during visits that school staff might otherwise hesitate to conduct alone.
- Technology has also transformed law enforcement. Officers now access databases and systems that provide background information and context about individuals and families. As students become more distanced from traditional school settings, SROs can use these tools—within legal and ethical bounds—to inform their understanding of a student’s overall circumstances and to better coordinate supports.
- Beyond building security, SROs can serve as safety sentinels for school districts, maintaining a visible and virtual presence at school and community events. Their dual role—providing direct services while acting as a reliable link to law enforcement and support networks—ensures 24/7 availability for families and youth in need. The personal relationships SROs develop with students and families offer valuable insights to the broader law enforcement and school teams supporting those children.
I hope those redesigning education systems recognize the value SROs bring. In my experience, they are an essential part of a holistic education team, committed to the safety and security of young people. That role’s integrity is fundamental and should not be discarded.
About the author
Christy Martin recently retired after more than 30 years as an educator in K–12 and higher education and an additional six years working in social services for foster youth. She views advocacy for at-risk children as a calling. Since retiring in February, she has returned to writing, focusing on child welfare and school-related issues. She lives in East Tennessee, about 15 miles from the Great Smoky Mountains National Park.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift toward digital curriculum in education.