FOR more than a decade there have been specialist school liaison officers in some of Scotland's schools.

Positive feedback, particularly of a reduction in violence and incidents of criminal activity in schools where the officers were first deployed, led to the scheme being adopted more widely, despite some criticism that it was diverting police resources from fighting crime. New research on the work of the 55 campus officers now involved with 65 schools across Scotland shows that their role has developed from "nipping trouble in the bud" to one of confidant for vulnerable young people.

The report of an officer who intervened to protect schoolgirls from online sexual grooming provides a particularly thought-provoking example of the changing nature of crime and how it affects teenagers. Nineteen girls in a school had signed up an unknown 32-year-old man as a friend on Facebook and were having what the police officer described as "rude conversations". Fortunately for them, he was alerted to this sexual grooming and took action.

This example shows how the role of the campus officer has developed beyond reducing violent incidents in schools. It is a reminder that young people are far more likely to be victims of crime than to commit offences, that the internet has provided criminals with less obvious methods of conducting illegal activities and brings home the need for young people to be alert to crime.

In this case, it would appear the pupils had sufficient trust in the campus officer to confide what was going on "at three in the morning", presumably unknown to parents.

Part of the remit of the school liaison officers is an educational one. In some schools that has meant lessons about crime and policing but becoming a familiar and positive presence has proved effective, especially in areas where the police are regarded in a negative way. It would appear distrust has been turned round to the extent that pupils now provide information about illegal activity from shopkeepers selling single cigarettes to under-age children to those who have illegal drugs among the merchandise on offer.

It was to be expected that a regular police presence, albeit not continuous, would reduce violent or anti-social incidents involving young people in and around schools. In some cases, the change has been remarkable: from daily call-outs to deal with serious assaults, drug dealing and anti-social behaviour to none. Significantly, however, the effect has extended beyond school hours. This provides the evidence that forming positive relationships with the school community, rather than an additional level of discipline, is the key to success.

With so many good examples, it is puzzling and disappointing that some campus officers report tensions with school staff. It would appear that education about the role of the police must now be extended to teachers.