Teachers and Administrators' Perceptions of School Resource Officers

School Resource Officers (SROs) play a significant role in middle and high schools in Metro Atlanta; however little research has included the perceptions of school administrators and teachers about their roles. The purpose of this descriptive qualitative study was to explore the perceptions of teachers and administrators regarding the roles of SROs and their perspectives on the practices that could enhance collaboration among these stakeholders in ensuring school safety. Informed by Gregory’s theory of perception, the study investigated how educators and administrators described their interactions with SROs. Data was gathered via semi-structured interviews with three teachers and three administrators and subsequently processed by thematic analysis. The findings indicated that participants appreciated SROs for their visible presence and protective function, especially during crises, although they also voiced concerns about role ambiguity and the blending of disciplinary and mentorship responsibilities. Three themes were drawn from analysis of interviews with participants: 1) more explicit job delineations, 2) enhanced communication, and 3) increased training. Recommendations include emphasizing the necessity for established guidelines, professional development, and studies that include student viewpoints. The implications for constructive social transformation involve fostering educational settings where safety protocols are harmonized with equity and the welfare of students. By delineating roles and promoting collaborative relationships among SROs, educators, and administrators, schools can diminish dependence on punitive measures and build safer, more supportive learning environments. Such cooperative endeavors may con-tribute to positive social change for families and communities.