Community Policing as a Solution to Racially Skewed School Arrests

Introduction

The newly appointed chief of police in a racially balanced North Carolina city reviews data showing that school resource officers (SROs) arrest Black students for marijuana possession at three times the rate of white students, despite equal usage rates. This disparity has sparked minor protests. Some community members demand stricter enforcement, while others warn this may erode trust between the police and the public.

The chief consults senior officers:

• Officer Smith supports current practices, arguing arrests reflect actual offenses and enforcement should continue unchanged.
• Officer Jones claims SROs in white schools avoid arrests due to parental influence and legal resources; he suggests limiting arrests in both schools to only severe cases to balance data.
• Officer Douglas urges proactive measures, including undercover operations in white schools, to equalize arrest rates.
• Officer Paulson proposes removing SROs from schools entirely, recommending that police respond only to administrative calls and shift focus to community policing.

The chief should pick one option and defend their decision.

Option Selected

In addressing the racially skewed arrest rates in the city’s schools, the chief of police finds themself grappling with a complex issue that demands a well-thought-out response. Navigating between the enforcement of law and creating community relationships, they has considered the proposals put forth by the senior officers. After thorough deliberation, the chief of police’s decision aligns with the viewpoint of withdrawing School Resource Officers (SROs) from schools and reinforcing our community policing initiatives to rebuild trust and ensure fair and equitable law enforcement.

Justifying the Decision

Firstly, the chief of police asserts that the focus should be on pulling SROs out of schools and concentrating more on enhancing community policing efforts. Community policing embodies a paradigm that advocates for promoting community-police partnerships, which empower proactive problem-solving initiatives and enable community engagement to address the palpable (Gaines and Miller 191). The decision finds its roots in the desire to bring back the police’s involvement in the community to a level that was much more pronounced in the past.

Back in the nineteenth century, the police performed a range of duties now associated with social services (Gaines and Miller 191). They played a significant role in preserving public order, which resonated more closely with the community (Gaines and Miller 191). A modern reflection of the given philosophy can be seen in community policing, which accentuates the importance of relationships between the community and the police.

Secondly, the implementation of neighborhood watch programs is a tangible example of how the philosophy works. Such programs are a representation of community policing initiatives where police officers and community members collectively work towards maintaining order and preventing local crime. It allows patrol officers to have the freedom to develop personal relationships with residents and encourages community members to be active participants in making their neighborhoods safer (Gaines and Miller 191).

Drawing parallels to the city’s situation, the current high arrest rate in black schools is projecting an image of division between the police and the community, which promotes an ‘us versus them’ mentality (Gaines and Miller 193). It serves as a catalyst to further amplify the disconnect between the police and the community they are sworn to protect (Gaines and Miller 193). Instead of letting such a mentality cause harm, we should channel our efforts to bridge the divide and create an atmosphere of mutual respect and understanding.

Thirdly, one practical step towards mitigating the issues is the formation of neighborhood policing teams in the given context. Such an approach is similar to the one adopted by the Albuquerque Police Department, and it promotes close interactions between police officers and residents to collaboratively develop solutions to specific neighborhood problems (Gaines and Miller 191).

Addressing the present situation in the city requires understanding and accepting the fact that the chief of police’s decision will likely be met with resistance and criticism. However, it is critical that we focus on the main role of law enforcement officers, which is to serve the community and protect its members. In the face of anti-police sentiments, the police must ensure justice and equity above all else (Gaines and Miller 193).

Removing SROs from schools might appear radical to some, but focusing on community engagement and working directly with the public is the only way to restore public trust. It does not negate the need for law enforcement within schools. Still, it does help the police find a balance between maintaining public order and preserving the integrity of the relationships with the community.

Lastly, to build a more trusting and safer environment, we should keep reminding ourselves that the essence of police work is not just law enforcement but a larger mission that encompasses public service and safety. When the police engage directly with the community, it becomes possible to bring back the philosophy of the past, where the police force was an integral part of the community rather than a separate entity (Gaines and Miller 193).

The relationship with the community is a priority; thus, law enforcement should aim to ensure a more cooperative and effective approach to maintaining peace and order, even if challenges arise. In addition, it is important to mention that the officers need a supportive environment to execute their duties effectively. The main reason is that they are part of the community they serve, which means they face the same challenges and live the same reality.

Conclusion

In conclusion, the response to the imbalanced arrest rates in our city’s schools leans towards enhancing community policing, removing School Resource Officers from schools, and building a more cooperative relationship between the police and the community. The given strategy ensures the fair application of the law and aids in creating mutual respect and understanding between officers and the community. It is a step towards a more equitable future, focusing on the deeper purpose of policing, such as the service and protection of the community.

Work Cited

Gaines, Larry K., and Roger LeRoy M. Criminal Justice in Action. Cengage Learning, 2019.