Armed personnel in educational settings: bridging policy and communication for safer schools

Purpose In response to recent school shooting tragedies, many states, including Texas, allow for armed security personnel on campuses, increasing the presence of non-law enforcement (law enforcement (LE)) security (guardians). This study examined the responsibilities of non-LE security in Texas schools and their communication with responding LE agencies and assessed how effectively school districts and local LE agencies collaborated in managing the shared domain problem of school safety. Design/methodology/approach Quantitative survey data from 50 school district-LE agency pairs and qualitative responses from 35–36 pairs evaluated guardian responsibilities and each entity’s expectations during and after active threat scenarios. Findings Findings revealed significant misalignments in reported responsibilities, with 53% differing on the role of non-LE security during active shooter events. These discrepancies pose risks, including mistaken identity in crises. Practical implications Policy recommendations emphasize collaborative planning, structured communication and regular revisions to security protocols. Future policies should integrate evidence-based strategies to enhance coordination and improve school security effectiveness. Originality/value This study is the first to systematically assess alignment between school districts and LE agencies regarding the roles and expectations of non-LE (guardian) security during active threat scenarios.