Date of Graduation
Spring 5-16-2025
Document Access
Project/Capstone - Global access
Degree Name
Master of Arts in Urban and Public Affairs
College/School
College of Arts and Sciences
Department/Program
Urban and Public Affairs
First Advisor
Tim Redmond
Second Advisor
Dave Donahue
Abstract
As conversations about equity and student well-being continue to shape public education, longstanding approaches to discipline in schools are being reevaluated. One major area of focus has been the presence of police on school campuses, especially when punitive systems have disproportionately harmed marginalized students. In San Francisco, this shift culminated in the 2020 passage of Resolution 206, which formally ended the school district’s partnership with the San Francisco Police Department and removed armed officers from campuses. This capstone examines the impact of that decision by exploring how school discipline practices have changed in the years since. Through interviews with members of the San Francisco school community, alongside analysis of district policies, this research finds that while the removal of police has reduced direct student criminalization, it has also emphasized gaps in discipline infrastructure, educator support, and implementation consistency. Respondents described uncertainty around new expectations and a lack of clear alternatives for handling student behavior. This study argues that police removal is a necessary first step toward more equitable school environments, but its success depends on sustained investment in non-punitive practices, stronger communication with educators, and a deeper cultural shift within schools.
Recommended Citation
Giroux, Eliza Grace, "Evolving Discipline Strategies: The Effects of Police Removal on School Discipline in San Francisco" (2025). Master's Projects and Capstones. 1908.
https://repository.usfca.edu/capstone/1908
