In a recent government meeting, community members voiced strong opposition to the introduction of School Resource Officers (SROs) in Milwaukee Public Schools (MPS), highlighting concerns over fiscal responsibility, ethical implications, and the historical context of policing in schools.

Ingrid Walker Henry, an educator and parent, emphasized the disproportionate impact of police presence on students of color, citing data from the U.S. Department of Education that shows Black students are three times more likely to be referred to law enforcement than their white peers. She criticized the decision to implement SROs, arguing that it diverts essential funds—estimated at $2 million—from critical educational resources such as mental health support and additional educators.

Walker Henry also pointed out the historical roots of SROs, which emerged in the 1950s amid school integration and migration patterns, suggesting that their presence in schools perpetuates systemic racism. She questioned the motivations of local legislators who supported the initiative without consulting the community, stating, “They did not take the time to ask students, families, and staff in MPS if this is what they wanted.”

Luz Hernandez, a bilingual teacher and MPS alum, echoed these sentiments, asserting that SROs are ineffective and do not belong in schools. She called for a focus on providing necessary support services rather than increasing police presence, reinforcing the idea that community input is crucial in decisions affecting students' safety and well-being.

The discussions reflect a growing concern among parents and educators regarding the prioritization of policing over educational resources, raising questions about the future direction of school safety policies in Milwaukee.