The role of school resource officers (SROs) in Newton has been underscored by Police Chief Rob Burdess, who stated that the program significantly contributes to both student safety and community engagement. Currently, the Newton Police Department has two officers assigned as SROs, responsible for the middle school and high school, while also providing support to elementary and alternative schools.
Burdess emphasized that the presence of SROs extends beyond mere security measures. It fosters important relationships between officers and students from an early age. This connection not only enhances safety but also facilitates access to various resources for students, while enabling schools to directly reach law enforcement when issues arise.
Longstanding Partnership Benefits Community
The collaboration between the Newton Police Department and the Newton School District has been established for decades and continues to adapt to the evolving needs of the community. The SRO program serves as a vital link between law enforcement and the school environment, enhancing the overall safety and well-being of students.
When schools are not in session, the SROs transition back to patrol duties, which helps maintain staffing levels during summer months, school breaks, and holidays. Burdess noted that this flexibility is beneficial for both the police department and the school district, effectively optimizing resources.
Shared Costs Ensure Sustainability
The financial arrangement for the SRO program involves a shared cost between the city and the school district. Burdess highlighted that this collaboration allows Newton to sustain higher staffing levels, ensuring the longevity and effectiveness of the program for the future.
As community policing strategies evolve, the SRO program remains a cornerstone of Newton’s approach to fostering a safe and supportive environment for students. By prioritizing relationships and accessibility, the initiative not only enhances security but also promotes a more engaged and informed student body.
