Background
Following widespread calls for police reform in 2020, school districts across California made critical decisions about school policing. This study examined what happened when districts removed police from schools—the first comprehensive research of its kind. Using rigorous quasi-experimental methods, WestEd compared 60 schools from 6 districts that removed police during 2019–2021 with 120 matched comparison schools from 30 districts that retained police, tracking outcomes through the 2021–22 school year.
Key Findings
Schools that removed police saw significant improvements in how students experienced their school environment. Students reported stronger caring relationships with staff and more meaningful participation in school. Both effects represent medium but substantively important impacts on student well-being. Contrary to concerns, removing police did not lead to increases in violence victimization, harassment or bullying, substance use, delinquency, or suspension rates (overall or by race/ethnicity). Finally, schools with higher student-to-counselor ratios (averaging 488:1, nearly double the recommended 250:1) that retained police showed higher rates of student-reported violence. However, schools that removed police were protected against this negative effect, regardless of counselor ratios.
Implementation Highlights
Interviews with district staff revealed that successful approaches, regardless of reform decisions, shared common elements including clear protocols defining when police involvement is appropriate, multi-layered support systems including restorative justice practices, partnerships with community-based organizations for violence intervention, and investment in positive school climate and staff-student relationships.
Districts that removed police emphasized the importance of having alternatives in place before removing officers, including school safety teams, district-level crisis support lines, and clear incident response protocols. Challenges included staff needing ongoing support to implement new protocols and community resources being stretched thin. Districts retaining police noted benefits of positive student-officer relationships and quick response times, but emphasized the need for better integration of mental health crisis response and consistent guidance on appropriate police utilization.
Implications
This research provides the first rigorous evidence that removing police from schools can improve student-staff relationships and student engagement without compromising safety. The findings suggest that school police are not the determining factor in school safety—rather, comprehensive support systems, mental health resources, and positive school climate are essential regardless of police presence. As districts face budget constraints and policy decisions about school safety, this study offers early evidence that both approaches can work when implemented thoughtfully with adequate resources and support systems in place. For policymakers and practitioners, the key takeaway is that the quality of implementation—whether establishing alternatives to police or integrating officers effectively—matters more than the presence or absence of police alone.
(Author abstract provided.)