The Ottawa Police Service (OPS) is returning to city schools with a revised approach, assigning officers to support educators without being stationed inside buildings. Four officers from the Community Youth Unit are now assigned to the city's four school districts — east, south, central, and west — ensuring each district has a dedicated officer for school engagement.
"What it means, really, is improving the efficiency of how we provide a service to our schools, whether it be proactive work, which means presentations, lockdown practices," OPS Staff Sergeant Fernando Vieira stated. Teachers will be able to call their assigned youth officer directly, allowing for faster consultation. "If we feel like it's warranted, we will go to the schools," said Vieira.
This new strategy marks a significant shift from four years ago, when the Ottawa-Carleton District School Board voted to halt the program placing officers inside schools. This decision came as concerns grew over strained relationships between police, students, and families, prompting OPS to close the program citywide.
Addressing the current realities, Chief Eric Stubbs told the Ottawa Police Services Board on Monday the new approach responds to "a larger trend" of violence trending upward within schools and aims to rebuild trust between officers and students. "We want the school boards, parents, and students to know we are here to help, and we have begun to increase our presence in schools," he asserted.
According to Vieira, the initiative stemmed from discussions with school boards about the observed increase in violence. "It was collaboration and conversations with the school boards, recognizing these are some of the issues we are seeing," he explained. OPS has long advocated for returning to schools, arguing engagement fosters trust and provides additional support for at-risk students.
But proponents of the prior policy caution against the new measures. Ottawa Carleton District School Board trustee Lyra Evans spearheaded the 2021 motion to eliminate police presence from schools and remains skeptical of the revised plan. "We have not changed our policies or practices around our interactions with police," Evans remarked, noting the designation of officers does not indicate a shift to proactive policing. "A designated point person means there will be some consistency when police are called, but it won’t change our model, which was the primary concern," she added.
Evans also voiced apprehension about the expectations of marginalized students, referencing findings from previous studies conducted by the school board. "We found, particularly from racialized students, LGBTQ students, and students with disabilities or their families, heightened anxiety tied to having police present at school," she noted. The concerns highlight the broader repercussions on their educational experiences, underscoring the delicate balance between security and student comfort.
Despite these concerns, some advocates push for the benefits of engagement from police officers. Michael Hone, executive director of Crossroads Children's Mental Health Centre, expressed, "It just makes sense to have some sort of relationship that's going to make it easier for the child... to feel the benefit of being referred." His perspective indicates hope for a structured process where officers might become identifiable and supportive figures for students rather than intimidating presences.
School boards confirmed they will continue to rely on external emergency services when major crimes occur, rather than solely depending on the Community Youth Unit for such situations. This strategic move emphasizes their commitment to traditional policing approaches during serious incidents, but the more nuanced engagement model remains at the forefront of their strategy.
Community reaction to the return of police presence has been mixed, reflecting deep-rooted tensions and varying perspectives on safety, support, and the role of law enforcement within educational environments.
Moving forward, OPS and the Ottawa-Carleton District School Board will have to navigate this complex issue, addressing the delicate balance between needing safety and fostering trust within schools. Both entities recognize the significance of community feedback and continued dialogue as they work to create environments conducive to learning for all students.