School safety is a priority for school administrators and policy makers as they seek strategies to provide an environment conducive to learning. Beyond preventing crime, schools must contend with social disturbances that may not rise to the level of criminal activity, but can negatively affect students, teachers, and the school environment. One approach to addressing social disturbances in schools may be the implementation of sworn police officers called school resource officers (SROs). The purpose of the current study is to evaluate the effectiveness of SROs as an approach to reducing social disturbances in schools by investigating whether varying SRO role approaches have differential impacts. Further, this study seeks to mitigate limitations of previous SRO research influenced by detection effects by focusing on the perceived frequency of social disturbances. Specifically, this study seeks to answer the following research question: What is the relationship between implementing SROs with different role profiles and school administrator's perceptions of the frequency of (1) student racial/ethnic tensions, (2) student bullying, (3) widespread disorder in classrooms, and (4) student gang activities? The data used in this study come from restricted use versions of multiple waves of the School Survey on Crime and Safety (SSOCS), a nationally representative cross-sectional survey completed by school administrators (e.g., principals). This study drew on data from the 2003-04, 2005-06, 2007-08, and 2009-10 versions of the SSOCS. The findings of this study indicated that Full Triad SROs may help decrease bullying, but most SRO roles have no effect or even exacerbate social disturbances. If SROs continue to be implemented, they should avoid engaging in purely law enforcement functions but rather participate in supplemental activities that will foster positive relationships with students.