School-Police Cooperation in Creating Safe Schools with a focus on Police Women

The increasing prevalence of social has highlighted the role of the police in school and the emergence of the concept of police-school cooperation especially the police women in preventing social harm in creating safe schools. The aim of this study was to investigate the observed and expected roles of women police in preventing social injuries in schools and the requirements for the realization of these roles from the perspective of NAJA and Education principals and elites.

The research design is qualitative and the method is content analysis. The study population was all managers and scientific elites of NAJA and Education principals in Tehran, from which 12 NAJA (with the age range of 38-38 years) and 7 Education principals (2 with management experience of 3-25 years) were selected by snowball method to achieve data saturation. The measurement tool was a semi-structured interview.

The results showed that the observed roles of police women in several categories of defined roles based on cultural considerations, the role of counselor-coach and defined roles are inappropriate and the expected roles can be counted in two categories: the role of law enforcement and the community-based role from the point of view of NAJA and education principals. Also, the prerequisites and obstacles to fulfilling the expected roles of the police women in structural, individual and social categories are significant.

Revising existing incoherent patterns of participation requires rethinking the definition of police service to citizens, persuading schools to enforce police presence, and the pathological context of schools in terms of the prevalence of injuries.