The School Resource Officer (SRO) program is a violence prevention program used within school systems; and although it is used as a deterrent program, serious crime is still occurring. A reason for the continued violence within schools may be due to lack of specific elements in SRO reactive response plans. Research was needed to inform strategies to foster effective Reactive Response Plans (RRPs). The purpose of this qualitative, holistic single case study was to explore SROs' perceptions related to the development process of RRPs (in general and related to interagency communication and collaboration). The study sample consisted of a nonproportionate quota sample of 10 SROs from SRO middle or high school programs throughout the United States that had an established threat assessment plan. Data were collected via in-depth telephone interviews and data analysis was carried out with Dedoose(c) in order to ascertain reoccurring themes. Overall, the findings showed two themes related to the participants' perceptions about the RRP development process, including the RRP was already established and implemented prior to the SROs arrival (so they were not involved in the development process), and when they were involved, RRP development occurred in a uniform, yet fluid manner. The findings showed five themes related to the participants' perceptions about elements that influenced RRP development, including element influences, administrator buy-in, training, student input, and egos. The findings showed three themes related to interagency communication and collaboration in the development of RRPs, including multiple agencies were involved in RRP development, there were full-scale scenarios, and communication problems. Recommendations for practice and future research were offered.
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