CPS officials and CBO leaders intended the WSS Framework to ground safety plans in community perspectives, facilitate power-sharing, and redefine school safety¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2029: local conditions change quickly

Subclaims¶

q2 i? District and CBO leaders held three interrelated goals for the WSS Framework: mitigating one-size-fits-all policymaking by centering individual school communities, facilitating power-sharing between district, schools, and community, and redefining safety beyond metal detectors, security officers, and cameras to include school climate and social-emotional wellbeing. → Johnson 2026

Evidence¶

Johnson 2026¶

Johnson, D.W. (2026). Co-designing new approaches to school safety: District and community perspectives on Chicago's Whole School Safety Framework. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/co-designing-new-approaches-to-school-safety

q2 · i? · qualitative · r3

Findings statement from the Question 2 section of the interview-based field scan. District officials described how a safe and welcoming environment "is not always the same thing for everyone," and a CBO leader explained that true partnership "means [that] you share power." District officials sought to "build culture and climate into the definition of [school] safety."

"CPS officials and CBO leaders intended the WSS Framework to help ground safety plans in individual communities' perspectives, facilitate power-sharing, and support the reimagining of safety."

Discussion¶

Related Claims¶

• CBO leaders characterized the collaborative WSS development process as healing and restorative, applying restorative justice principles to policymaking — related
• District officials and CBO leaders viewed the WSS Framework development process as a novel, replicable approach to community-engaged policymaking — related
• The article argues the durability of the WSS co-design approach depends on institutionalizing authentic engagement as core practice, not a one-time initiative — related
• District officials and CBO leaders believed WSS implementation success should be assessed along multiple dimensions including engagement, student outcomes, district resources, and experiences — related
• Common physical and exclusionary safety measures can cause harm to the very students schools are trying to protect — related
• District leaders filtered student and community voices through their own perspectives, so neither district fully removed security personnel despite calls to end policing in schools — related