Section 49350 Of Article 5. Community Policing And Mentoring For School Safety Pilot Program From California Education Code >> Division 4. >> Title 2. >> Part 27. >> Chapter 8. >> Article 5.
49350
. (a) The Legislature finds and declares all of the following:
(1) Studies have shown that indicators of risk for violence are
associated with a child's experiences at school. Antisocial behavior
or aggressiveness, which is sometimes combined with isolation,
withdrawal, hyperactivity, or attention deficit disorder, places
children at increased risk of violence.
(2) These children are at risk of persistent antisocial behavior,
such as skipping school, getting into fights, and misbehaving in
class. Young people of both genders who engage in these activities
are at increased risk of experiencing drug abuse, juvenile
delinquency, violence, dropping out of school, and teen pregnancy.
(3) It is well-known that some youth, even though exposed to
multiple risk factors, do not succumb to violent, antisocial
behavior. One of the defining factors for this outcome is
bonding--positive relationships with family members, teachers, police
officers, sheriffs' deputies, and other adults.
(4) The Community Policing and Mentoring for School Safety Pilot
Program brings this successful law enforcement strategy to California'
s schools. By providing funding assistance, strict participation
guidelines and assessments, the Community Policing and Mentoring for
School Safety Pilot Program will bring highly trained law enforcement
officers onto school campuses to work with students during and after
school. Community policing in schools will provide the necessary
opportunities for students' active involvement in positive
activities, as well as trained personnel to teach them skills so that
they may pursue later opportunities successfully. Community policing
in schools provides a consistent system of recognition and
reinforcement of positive behavior.
(5) Many school safety approaches, including metal detectors,
drug-sniffing dogs, armed private security personnel, and similar
security measures, are more one-dimensional in their approach to
school safety. The Community Policing and Mentoring for School Safety
Pilot Program takes a multidimensional approach by involving the
community, schools, parents or guardians, and law enforcement
personnel in the design of the program that will serve their schools.
The relationships developed, as a result of this process and the
programs themselves, will be a strong preventative alternative to
antisocial behavior in California's schools.
(b) As used in this article, "community policing" means an
approach to crime prevention that is founded on developing positive
relationships between law enforcement and the community. In community
policing, law enforcement becomes an integral facet of the community
because officers work directly with the community and develop
positive relationships with members of the community. Community
members become more involved in their community's activities because
they know they have the personal support of law enforcement.
Community policing identifies factors that put young people at risk
for violence in order to reduce or eliminate these factors and
strengthen protective factors such as positive relationships with
adults.