The integration of police officers into Ontario schools, primarily through School Resource Officer (SRO) programs, has been a contentious issue for decades. Initially introduced in the early 1990s, these programs aimed to foster positive relationships between students and law enforcement, deter criminal behavior, and enhance school safety. Over time, however, concerns about their effectiveness and impact on marginalized communities have led to widespread reevaluation and, in many cases, the termination of such programs.

One of the most comprehensive evaluations of an SRO program in Ontario was conducted by Carleton University, focusing on Peel Region’s initiative. The study reported several benefits, including reduced crime and bullying, improved mental health among students, and a significant return on investment, estimating $11.13 in social and economic benefits for every dollar spent. Notably, students who had experienced bullying or violence reported feeling significantly safer after five months of the program. School staff also benefited, spending less time on disciplinary matters due to the support of SROs.  

Despite these findings, the presence of police in schools has faced mounting criticism. Critics argue that SRO programs disproportionately affect racialized and marginalized students, contributing to a school-to-prison pipeline. For instance, the Toronto District School Board (TDSB) implemented its SRO program in 2008, but terminated it in 2017 after a review revealed that some students felt intimidated by the presence of officers, particularly Black students who expressed fear related to armed officers in schools.    

Similarly, the Peel District School Board ended its SRO program in 2020, acknowledging that it had a negative impact on segments of the student population and citing concerns about systemic racism and the disproportionately punitive effects of such programming.  The Ottawa-Carleton District School Board followed suit in 2021, with trustees voting to end participation in the SRO program and issuing a formal apology for any harm experienced by students or community members.   

The Ontario Human Rights Commission (OHRC) has also weighed in, emphasizing the need to consider terminating SRO programs in light of existing research and meaningful community consultation. The OHRC highlighted that while some students may feel safer with police presence, others, particularly those from marginalized communities, may feel unsafe or targeted, which can negatively impact their educational experience.  

Given this historical context, reintroducing police into Ontario schools raises significant concerns. While studies like the one conducted in Peel Region suggest potential benefits, they often fail to adequately address the experiences of marginalized students who may feel alienated or criminalized by police presence. The risk of exacerbating systemic inequalities and undermining the educational environment for these students outweighs the purported advantages. 

Instead of reinstating SRO programs, resources should be allocated to initiatives that promote equity and inclusivity within schools. This includes investing in mental health services, hiring more guidance counselors, and implementing restorative justice practices that address behavioral issues without resorting to punitive measures. By focusing on these alternatives, Ontario can create a safer and more supportive educational environment for all students, particularly those who have historically been marginalized. 

While the intention behind placing police officers in schools may be to enhance safety and build community relations, the evidence suggests that such programs can have detrimental effects on marginalized student populations. Ontario’s educational institutions should prioritize inclusive and supportive measures that address the root causes of behavioral issues without contributing to systemic disparities.