Students or Suspects? Safety Policy: Is the Wanding Policy in an Urban School District Racializing Latinx Youth?

The ongoing debate over school safety, driven by rising concerns about national school violence, has led to the widespread adoption of preventive measures under the national zero-tolerance discipline policies in U.S. schools. While these policies aim to create safer environments, they have raised serious concerns about their disproportionate impact on marginalized communities, particularly students of color. This has prompted critical questions about the fairness and equity of such policies, as well as the long-term consequences they have on the educational experience and well-being of these students. This dissertation examines the wanding policy implemented in a large urban school district as a safety measure, where the predominantly Latinx student body is subjected to heightened security protocols. By analyzing this specific policy, the study explores how such measures intersect with broader concerns about racial disparities in school discipline and safety, and the potential unintended consequences they may have on the educational experiences and outcomes of Latinx students. The wanding policy, which uses handheld metal detectors to randomly search students and their belongings, is part of a broader trend in school safety measures designed to prevent violence but has sparked intense debates about its effectiveness. While some school administrators defend the policy as a necessary tool for maintaining order, students and advocates argue that it perpetuates racial disparities and contributes to the school-to-prison pipeline. This study explores the perceptions of students, principals, school board members, classified staff, and community members, analyzing how the wanding policy is interpreted and implemented, its unintended consequences, and its impact on the educational experiences of Latinx youth. By framing this issue through the lens of LatCrit Theory, this research contributes to ongoing discussions about the intersection of school safety, racial justice, leadership in policy implementation and educational equity. This qualitative study analyzed 36 interviews—4 individual and 6 focus groups—with students, principals, school board members, classified staff, and community members. Students overwhelmingly felt monitored, criminalized, or unfairly targeted by the policy, leading to distrust, discomfort, and strained relationships with staff. While school leaders were divided on the policy, they recognized its safety intentions but questioned its effectiveness, particularly for Latinx students. The findings highlight concerns about the policy’s unintended consequences, making some students feel criminalized rather than protected.