When law enforcement and school districts began their collaborative efforts to keep schools safe, the role of the School Resource Officer (SRO) was immediately scrutinized. Many feared the presence of law enforcement in a school setting would perpetuate the purported school-to-prison pipeline, encourage the criminalization of juvenile behavior, and ultimately increase the juvenile arrest rate. However, the belief that the SRO is only there to arrest students is one of the biggest misconceptions about the role. In reality, arresting a student is the last resort in a worst case scenario. 

An SRO serves three essential functions: law enforcement, informal counselor and mentor, and public safety educator. These three essential functions make up the “SRO Triad,” as defined by the National Association of School Resource Officers (NASRO), which has the distinction of the Gold Standard for SRO training programs. Though I listed law enforcement as the first function, these roles are not ranked in any particular order of importance, and the focus on each of these functions can shift daily or change from school to school. In most cases, the SRO has the autonomy to adjust as needed.

Because the function of law enforcement is ironically the most controversial aspect of the role of the SRO, I want to explain it first to remove any misconceptions. The SRO is still a sworn law enforcement officer, meaning they may wear a traditional police uniform, drive a marked police car parked in front of the school, and carry a full complement of tools on their duty belt. Though SROs have the option to wear a more informal uniform of cargo pants and a polo shirt, there are pros and cons to both approaches. When I first became an SRO, my chief and I made an informed decision early on to have me wear my full police uniform because we didn’t want students to confuse me with any other role like a security guard, a custodian, or any other role employed by the school. Wearing a police uniform made it very clear that I am a police officer, and in the event of an emergency or crisis, I am the emergency responder or a “community helper,” which is how elementary school students are taught to identify adults who can help them. One challenge of wearing a traditional police uniform in a school setting is the preconceived notion that students, parents, and staff may have about law enforcement. Their past experiences with police may evoke feelings of fear, anger, or discomfort when encountering an officer in full uniform. While altering the uniform might seem like a simple solution, a more effective long-term approach is to focus on changing perceptions through positive and meaningful interactions. 

As a member of law enforcement, the SRO plays a critical role in supporting schools by collaborating with administrators, educators, and staff to develop comprehensive school safety plans and emergency response protocols. This partnership ensures that schools remain in compliance with their legal and ethical obligations to maintain a safe learning environment for all students and staff. However, the SRO’s role extends far beyond simply enforcing rules or overseeing security measures. This is where I emphasize the “resource” in School Resource Officer. The SRO is not there to dictate orders, issue citations, or penalize schools for failing to conduct a mandatory fire drill – their purpose is to serve as a trusted advisor and support system, offering guidance, training, and expertise in the area of law enforcement to help schools proactively enhance their safety measures. 

The second function of an SRO is that of an informal counselor and mentor to students. To successfully fulfill this function, SROs are trained how to talk to students in age and developmentally appropriate language, de-escalate situations, be an active listener, participate in conversations, and make people feel seen and heard. All too often, the general public’s interactions with law enforcement are brief and in a moment of crisis, when they are at the lowest point of their life and not in a mindset where they’re receptive to conversation. After that interaction is over, that person may never encounter that law enforcement officer again. Unlike traditional law enforcement, the SRO has the luxury of time with students – 180 days per year on average. 

Let’s be honest, kids sometimes do dumb things. They might make a mistake or behave inappropriately because their brains aren’t fully developed yet, they weren’t thinking rationally in the moment, or they felt pressured by their peers or other outside entities. A school is an environment for learning, and one of the ways we learn is by making mistakes. An SRO is not there to criminalize a student’s mistake by writing them a ticket or arresting them. Instead, an SRO can employ their role as an informal counselor and mentor by engaging with a student over time to figure out what happened, why, and how they can avoid that behavior in the future. These interactions don’t need to be formal sessions; they can be casual, brief, and happen over time. The SRO is not a guidance counselor, school psychologist, or social worker, so they do not necessarily need to analyze the reasons behind a student’s behavior. In fact, the SRO may never know the “why,” but they can ask thoughtful questions that encourage the student to reflect on their actions and better understand their own behavior. By turning students’ mistakes into teachable moments, an SRO can be a positive role model and enhance the learning environment. 

The third essential function of an SRO is to act as a public safety educator. An SRO can educate elementary school students about a police officer’s role as a community helper, but they can also educate high school students about the harmful effects of vaping. Being a public safety educator requires knowing your audience, being aware of the setting, and sharing relative information using age and developmentally appropriate language. An SRO is not walking into a chemistry class to conduct a scientific experiment, or a math class to teach fractions. However, they can be invited into a health class to discuss vaping, sexting, social media, and proper digital citizenship. They can teach lessons that have real-world implications and applications to help keep students safe. 

With education being an essential part of an SRO’s responsibilities, I found it my job to recognize and address a need while I was an SRO. When I identified a concern, like the long-term consequences of unidentified drug and alcohol use or the evolution of drugs, I saw it as my responsibility to educate the stakeholders involved to strengthen the safety net we worked so hard to create for our students. Inspired by my function as a public safety educator, I created Hidden, High, & Hammered, a company and program designed to help parents, teachers, and other concerned adults learn indicators of poor lifestyle choices among students so, together, we can identify a student who may be in crisis and intervene before that crisis is reached.

What began as a Mock Teen Bedroom event led by SRO Sanborn eventually evolved into Hidden, High, & Hammered LLC, a program presented by Detective Dr. Beth J. Sanborn. During my time as an SRO, I encountered a variety of stash devices designed to conceal risky behaviors — this became the foundation of Hidden. I also observed the rapid evolution of drug culture, from traditional marijuana and its paraphernalia to vapes, CBD products, and branding that subtly promotes drug use — this inspired High. Similarly, as marijuana companies began targeting younger audiences, alcohol companies followed suit, marketing products in ways that appeal to underage consumers — leading to Hammered. Recognizing how easily these products blend into everyday life, I felt a strong responsibility to educate parents, educators, and other concerned adults. Many of these items are deliberately designed to appear harmless or even child-friendly, making them difficult to detect at a glance. My goal is to equip adults with the knowledge and awareness needed to identify these deceptive products and better protect the children in their lives.

In addition to the growing prevalence of drug and alcohol experimentation, I witnessed an alarming rise in student mental health concerns. Many students turned to substances as a form of self-medication in an attempt to cope with self-diagnosed depression or anxiety. In those moments, their goal was simple: to feel better. Though they may have found what they felt was a temporary fix, they lacked the tools to cope in a healthy and sustainable way. In fact, in trying to solve their problems alone, they were creating another, potentially much larger problem. Because parents, teachers, coaches, principals, and community members all play a role in fostering healthy coping mechanisms and positive lifestyle choices in students, I incorporated an aspect of communication into my program, emphasizing the need for collaboration among all stakeholders in a child’s life because it truly does take a village. Without open communication and shared awareness, warning signs can go unnoticed until it’s too late.

In the back of my mind, I kept thinking about the 2013 school shooting at Arapahoe High School, where Claire Davis tragically lost her life. Afterward, the Davis family brought together everyone connected to the shooter — educators, counselors, family members, and law enforcement — to piece together the information they had. Individually, each detail seemed insignificant, but when viewed collectively, a clear picture of a student in crisis emerged. This realization solidified my mission. By incorporating mental health awareness and communication as core elements of Hidden, High, & Hammered, I was able to bring together all the critical puzzle pieces. The goal is not just to identify risks but to proactively engage, educate, and empower those who influence a child’s well-being before a crisis unfolds.

This is how I chose to fulfill the public safety educator role within my responsibilities as an SRO, but it was not an overnight process. This evolution occurred gradually over four years as I identified emerging needs, analyzed trends within schools, and adapted my approach accordingly. Most importantly, it was shaped by my direct interactions and relationships with students. Many assumed that wearing a traditional police uniform would create a barrier between me and the students, discouraging them from speaking to me or even around me. However, I found the opposite to be true. Students often spoke freely to one another in my presence, offering valuable insight into their thoughts, experiences, and challenges. As an SRO, I had the unique opportunity to engage with students in an environment where they felt at ease, surrounded by their peers on what is essentially their “home turf.”

I had the unique opportunity to observe students in a way that many parents do not, and I saw the value in that. My perspective on each student was distinct and often differed from that of their teachers, coaches, or parents. Because of this, I was able to provide parents with valuable insights into their child’s behavior, interactions, and language when they were among peers, outside the structure of home life. This was not about reporting misconduct, but rather about offering a broader understanding of how students navigate social dynamics when they believe no one is watching. 

By sharing this perspective, I was able to educate all stakeholders invested in students’ well-being and collaborate on strategies to identify those in need of additional support before a crisis emerged. The warning signs are often present, yet they can be difficult to discern when you don’t have access to all the pieces of information that reveal the whole picture. Many concerning behaviors and poor lifestyle choices may be hidden in plain sight, making it all the more important for those involved in a child’s life to know what to look for and how to respond effectively. Each parent, educator, law enforcement officer, and community member holds a unique and critical piece of the puzzle in understanding a student’s full experience. When these pieces are assembled, a clearer picture emerges, allowing us to recognize students who may be struggling or at risk before their situation escalates into a crisis.