This chapter reveals how the concept of policing and surveillance of urban spaces has extended to K–12 schools. Comparing the initial intent of the use of police officers in schools to the ways in which police are deployed in the present day, empirical evidence shows that the espoused intent of improving the relationships between law enforcement and youth has quickly evolved into increased criminalization and incarceration of young, school-aged children for noncriminal activity, especially in K–12 schools where a majority of the student body is Black or Hispanic and White students are absent or in the minority. While policymakers have used random mass shootings, perpetrated almost exclusively by young, White males who attend suburban schools, as a major reason for increased hiring of police officers to patrol the schoolhouse, the ill-effects of the use of school resource officers (SROs) plague majority Black and Hispanic schools.

Persistent school absence has a negative effect on academic attainment and puts children and young people at risk of social isolation, dropping out of school, vulnerability to exploitation and exposure to criminality. Pupils are more likely to miss school frequently if they have poor mental health (particularly anxiety and depression), special educational needs and disability (SEND), a long-term health condition, or caring responsibilities, or if they suffer from bullying. Frequent absences can lead to a lack of confidence and anxiety upon returning to school. This chapter argues that schools in England can be hostile environments for children and young people with SEND. Persistent absence for pupils with both identified and unidentified SEND may result from pressure on schools and teachers to perform in academic league tables rather than provide environments for inclusion. The chapter suggests the importance of the cultural, social, physical and emotional factors that lead to absenteeism. These factors are illustrated by vignettes from research on school exclusions; school safety and social networks; school design; and collaboration and emotional wellbeing. What is required is a new focus on school factors related to absence that no longer views the pupil in deficit terms.