Security Services ESP --
Building a Quality Workforce

The Training and Equipment Vacuum

"There's a huge difference between having safety plans, and actually feeling safe," says Special Law Enforcement Officer J. D. Jones, from Fayette County, Kentucky. Jones has 25 years of experience, with over 500 hours of law enforcement training. His training is extensive and ongoing. Every summer he is required to take a 40- hour training course in some type of law enforcement — investigations, weapons, sensitivity training, traffic law, administrative matters, court procedure, evidence collection, and recently, biohazards, chemicals, and terrorism, to name just a few.

When integration of the public schools in Kentucky gave rise to bigotry and violence on campuses, school officials went to the state attorney general for funding to establish a security force for the schools. Under the Federal statute that also establishes and funds the Secret Service, the federal "Special Law Enforcement Act" provided the money and authority needed to establish the Department of Law Enforcement for Kentucky public schools. Since 1970, the Kentucky school systems have had an individual police force that works for the school system only. Officer Jones and the other campus police have full authority as police officers, wear uniforms, and carry weapons and equipment. Along with these police officers, the schools also have a "School Resource Officer" on loan from the County Sheriff’s Office. More than 30 trained, uniformed, armed and equipped police officers work in Fayette City schools, a district of 35,000+ students.

This force is one of the best trained and equipped Security Services ESP units in the country. If all school districts could emulate the Kentucky model, school districts and especially students would be well served. Unfortunately, the Kentucky model is somewhat unique -- it's at the high end of the spectrum of school security currently in public school systems.

The other end of the security spectrum — the "training and equipment vacuum" — is evident in many other school districts. In Kenosha, Wisconsin, for example, the Security Services ESP struggle for resources and training in a high school of approximately 2,500 students. One woman with 13 years experience in the district was singled out by a principal for the Security Officer job because of her ability and competence. Her "security training" for her new position, however, consisted of peer training on the job. There is no training program in place; she does not wear a uniform of any kind with the exception of an insignia, has no weapons, no equipment except a radio, and has no input, inclusion, or involvement in the formulation of security plans for the district. She states that she has been "pepper-sprayed, stepped on, punched, and assaulted." Her dedication and commitment to her students and their safety is unwavering, however. She says her most important function for the students is to be "visible." She deals mostly with student-on-student crime, substance abuse, loitering, disorderly conduct on campus, and hate-motivated behavior. She does a great deal of counseling. Her personal motto is, "Always be consistent! In voice, manner, and rule of enforcement!" She is successful and effective at what she does, but cannot rely on the administration to provide training and equipment needed to continue to develop and enhance her skills as Security Services ESP.

Security Services ESP face multiple and often dangerous challenges. The community's high expectations for campus security is growing with every incident of terror. It is the administration's responsibility to acquire the funding and resources necessary to provide realistic and current training, equipment, and professional development, for Security Services ESP.

To Section 5: The Challenge of the Privacy Issue