School-based policing, particularly through the deployment of School Resource Officers (SROs), has emerged as a critical strategy for addressing crises in education, including violence, inequality, and socio-economic instability. These programs are designed to enhance safety and foster community partnerships, yet disparities in implementation and perception have raised significant concerns about their inclusivity, sustainability, and alignment with broader educational and developmental goals. Such disparities are particularly pronounced in marginalized and conflict-affected regions, where systemic inequities compound challenges in fostering equitable and inclusive learning environments.

This research critically examines the effectiveness and sustainability of SRO programs as tools for crisis-informed education. Drawing on global case studies, and comprehensive data analysis, it evaluates how SRO programs influence safety perceptions, educational equity, and student trust across diverse socio-economic and cultural contexts. The study investigates the alignment of SRO outcomes with the United Nations Sustainable Development Goal 4 (SDG 4), which emphasizes inclusive and equitable quality education for all. Exploring the impact of SRO programs globally in underserved and conflict-affected communities, the research highlights both the opportunities and challenges of integrating safety measures within educational systems striving for equity and inclusion.

Preliminary findings reveal that the effectiveness of SRO programs is significantly influenced by their design and implementation, including the quality of officer training, cultural competence, and engagement with students and community stakeholders. While in some contexts, SROs are perceived as vital contributors to safety and mentorship, in others, they are seen as reinforcing inequities and mistrust, particularly among marginalized student populations. These varied perceptions underscore the need for tailored approaches that reflect the unique needs and cultural contexts of individual schools and communities.

The study also identifies best practices for sustaining SRO programs as equitable and effective safety measures. These include incorporating trauma-informed practices, de-escalation techniques, and restorative justice principles into SRO training and operations. Moreover, the research emphasizes the importance of centering student voices in program evaluation and fostering collaboration between law enforcement, educators, and mental health professionals to address the holistic needs of students.

This research aims to contribute to the global discourse on education and sustainable development by offering actionable insights for educators, policymakers, and administrators. By situating SRO programs within the framework of SDG 4, the study seeks to provide a roadmap for creating safer, more inclusive, and equitable educational environments. The findings underscore the need for innovative and equity-driven strategies to ensure that school policing initiatives do not merely address immediate safety concerns but also advance the broader goals of educational equity and sustainability. This work has the potential to uncover how well-implemented SRO programs can serve as transformative tools in fostering resilience and inclusivity within global education systems.

Keywords: Policing, school resource officers, crisis, public education, equity, United Nations, innovation.