Arm the educators… but not without conditions: a qualitative assessment of law enforcement officers’ support for armed teacher policies

Abstract

ABSTRACT In the wake of high-profile mass shootings in schools, policymakers have explored options designed to mitigate harms to students, faculty, staff, and visitors during similar tragedies. Among the most controversial measures introduced has been armed teacher policies, which currently are authorized in some form in more than half of U.S. states despite no evidence about their effectiveness in such situations. Public support for arming teachers is divided, though the perceptions of law enforcement, who would be tasked with responding to the shooting and could potentially encounter armed teachers, has been largely overlooked. This study helps to address this gap through a qualitative evaluation of feedback provided by officers as part of a broader survey. Ten subthemes were identified in the responses and were grouped into three broader categories: the value of armed teachers, training (both broadly and related to specific requirements), and other considerations. Broader implications for policymakers stemming from these perceptions also are explored.