TRA-5500 v1

Wright, B. (2021). Black boys and policing. Learning Professional, 42(3), 26–29.
When diving into the world of trauma-informed care in educational programing, if educators also believe that restorative practices and social justice should be integrated into the trauma-informed system, then understanding the school-to-prison pipeline is essential to this integrated system.

Mehari, K., Rodgers, C., Blanton, M., & Turner, L. (2021). Evaluation of a police training on de-escalation with trauma-exposed youth. International Journal of Law, Crime and Justice, 66. https://doi.org/10.1016/j.ijlcj.2021.100491
While this debate is one that many people argue from a lens of belief and morality, having solid studies to assert qualitative and quantitative data is a necessary attribute of having programs and systems that support students and their well-being.

Javdani, S. (2019). Policing education: an empirical review of the challenges and impact of the work of school police officers. American Journal of Community Psychology, 63(3/4), 253–269. https://doi.org/10.1002/ajcp.12306
Trauma-informed care in educational programming is at the center of the debate over policing in schools. Some people believe that police officers should always be present at schools due to the prevalence of school shootings. Others believe that the over-policing of school students directly correlates to trauma, especially in students of color. And then, there are the officers themselves doing this work. Not all people believe that systemic racism and classism exist, which further traumatizes children.

Legewie, J., & Fagan, J. (2019). Aggressive policing and the educational performance of minority youth. American Sociological Review, 84(2), 220–247. https://doi.org/10.1177/0003122419826020
When discussing trauma, policing, and educational performance, educators cannot ignore that policing can cause trauma, and trauma can impact student performance.

Federal Department of Education, Commission on School Safety. (2018). A final report of the Federal Commission on School Safety. U.S. Department of Education.
The federal government offers guidance on how best to secure the safety of our students. This report is from 2018. Since then, COVID-19 has reshaped many ideas about education and social-emotional learning. Reading some of this report, all of which is valuable, can help you to understand how ideas change as society changes.