A New Chapter: Police Return to Greater Victoria Schools with a Mandate of Trust and Connection

A significant shift is underway in Greater Victoria's educational landscape as police officers prepare to re-enter schools this fall, marking the end of a four-year absence. This isn't a return to the old ways, however. Instead, it’s a carefully crafted comeback with a fresh mandate: to build relationships, foster trust, and enhance safety through proactive community engagement rather than traditional enforcement.

The previous school liaison officer program was phased out by the Greater Victoria School District (SD61) in 2020.

This decision stemmed from growing concerns within the student body and broader community, particularly from racialized students and those with special needs, who often felt intimidated or over-policed by the presence of officers. The move reflected a broader trend across other districts, including Vancouver, which also re-evaluated its approach to police in schools.

Now, a collaborative effort involving the Victoria, Saanich, Central Saanich, and Oak Bay police departments, alongside SD61, has paved the way for a new model.

Saanich Police Chief Dean Duthie highlighted the intention to create an 'integrated safety response team' which will include not just police but also mental health professionals, signalling a holistic approach to student well-being.

Victoria Police Chief Del Manak emphasized that this renewed presence is fundamentally different.

“This is about relationship building, crime prevention, school safety, and public safety,” Chief Manak stated, underscoring that the officers' primary role will not involve 'investigative or enforcement activities' unless explicitly requested by the school administration for a serious incident. The focus is on embedding officers into the school community, allowing them to participate in daily life, from sports events to classroom discussions on topics like internet safety, creating a visible yet approachable presence.

The path to this reintroduction was paved with extensive consultations.

Students, parents, and various community groups were engaged in discussions to shape a program that addresses past concerns while still meeting the need for school safety. This dialogue was crucial in developing a framework that aims to be inclusive and responsive to the diverse needs of the student population.

Despite these proactive measures, a degree of skepticism persists among some advocacy groups.

Organizations like the BC Civil Liberties Association and Parents of African and Caribbean Education (PACE) have voiced continued apprehension. They argue that even a 'relationship-building' role for officers can inadvertently create an environment of fear or discomfort for marginalized students, who may have negative historical or personal experiences with law enforcement.

These groups advocate for schools to prioritize and invest in internal support systems, such as counsellors and cultural navigators, as primary resources for student well-being and safety.

The new program commits to ongoing evaluation and data collection to ensure its effectiveness and to address any emerging issues.

The commitment to build trust is not just a slogan but a foundational principle, aiming to bridge divides and foster a sense of security and belonging for all students. As the school year approaches, all eyes will be on this evolving partnership, hoping it forges a stronger, safer, and more connected educational environment for Greater Victoria’s youth.