A Comparative Study of Police-School Contribution Models with the Aim of Preventing Social Harms by Looking at the Position of Female Police Officers

The prevalence of social injuries in schools has always been one of the important problems of the Education institution, adolescents, and youth in all countries, and police cooperation with schools to reduce social injuries in various ways has been the subject of theoretical and empirical discussions. Therefore, the current study has investigated the models of police-school cooperation in various countries and Iran with a comparative approach looking at the role of policewomen in preventing social injuries in schools.

The research method is a comparative study with a review of archival sources.

An archival review of sources and documents revealed two traditional and integrated approaches and the three police-school participation models, including school-based police officer programs; the police as "teacher" and comprehensive approach were observed in different countries. Also, the models of police-school participation are defined, regardless of the gender of the police or students in the target schools. Comparison of the global models of police-school participation with the existing model in Iran, indicating important differences such as injuries -based, active and based on a pre-planned program between the police organization and schools for police entry and presence in schools in other countries and the demand-oriented, cross-sectional and school-based need for the police entry to the schools, emphasizing the participation of students in the prevention of social injuries in Iran. Also, there is a need to define a preventive role for women police in schools, taking into account the cultural considerations of Iranian society.