ABSTRACT
This study examines patterns and trends in 911 calls from Boston public school addresses related to mental health and physical assaults/fights generated from 2014 to 2018. We analyzed 12,113 Boston Police Department (BPD) 911 call records from 102 Boston Public School addresses during the 2014-2018 school years. In addition, we separately analyzed calls coded by BPD as Emotionally Disturbed Person ("EDP"), indicating a psychiatric crisis was the primary reason for the call, as well as calls coded as "Fight," "Assault," or "Assault and battery." Call frequency ranged from 0 to 277 per school each year. Although the annual average number of calls increased each school year over the 4-year period, this was primarily due to an increase in hang-ups and abandoned calls. Overall, 7.4% calls were coded as EDP and 6.5% were coded as assault/fight. Call volume was highest in the middle of the school day, with a median time of 12 pm. EDP calls were significantly earlier in the day than non-EDP calls, and the percentage of calls labeled as EDP decreased in frequency each day over the course of the week. There were more overall 911 calls, on average, per day in late spring than in other seasons. The frequency with which schools call upon police as emergency service providers for psychiatric crises indicates a need for additional school-based resources. Such resources may be most effective if they are allocated mid-day, responsive to changing student needs over the course of the week, and increased in spring.
ABSTRACT
Recent years have seen growing public interest in how college and university administrators respond to sexual misconduct. Despite policy changes in this area, minimal research exists on how institutions of higher education (IHEs) are sharing and processing information about students found responsible for sexual misconduct. Aiming to establish some of the key questions and parameters in this line of research, this practitioner-researcher collaboration offers a first look at how IHEs share information about students who have been found responsible both within their campus and between campuses, as well as how IHEs respond when that information is shared (e.g., admitting a student applicant who has been previously sanctioned for a sexual misconduct violation). Practitioners designed and disseminated a questionnaire to campus administrators, including Title IX coordinators and student conduct administrators, via higher education association listservs. Exploratory results from 176 participants showed that 80% reported having some form of policy regarding sharing information within their institution, while approximately half have policies regarding sharing information to other IHEs regarding students found responsible of sexual misconduct. Nearly one-third of participants reported that their IHEs are engaging in campus information sharing through the use of transcript notation. In terms of IHEs receiving information about student applicants having been previously sanctioned for a sexual misconduct violation, approximately one-fourth of participants indicated their IHE has chosen not to accept a student for this reason within the past 5 years, and a quarter of IHEs have accepted such students. For those IHEs that have accepted a student previously found responsible, the majority of IHEs are not following the outcomes of these students, indicating an unknown in terms of whether information sharing policies were effective. As a result, preliminary findings suggest that more evaluation research is needed before any further policies are mandated.
