Divergent approaches: navigating varied perspectives on delinquency prevention between teachers and police in general education schools

Delinquent behaviour represents a pervasive social issue worldwide, notably in Lithuania, where juvenile delinquency persists at elevated levels in comparison to other EU countries. Despite concerted efforts to mitigate its prevalence, juvenile delinquency remains a considerable threat to public safety and social order. Consequently, the prevention of delinquent behaviour assumes paramount significance, necessitating a focused exploration of collaborative initiatives between teachers and officers. The objective of this study is to discern the intricacies of cooperation between teachers and officers in the implementation of delinquent behaviour prevention during adolescence. To attain this objective, the following tasks were delineated: 1) Analyse disparities in the roles of teachers and officers in the implementation of delinquent behaviour prevention. 2) Theoretically conceptualize the collaborative model for teachers and officers in delinquent behaviour prevention. 3) Investigate the nuanced aspects of cooperation between teachers and officers in the execution of delinquent behaviour prevention. 4) Identify the strengths and weaknesses inherent in the collaboration between teachers and officers for delinquent behaviour prevention. Methodologically, the study employs theoretical literature analysis, examination of legal acts, and statistical data analysis derived from empirical research. The study's findings revealed that despite a shared desire and positive attitudes toward cooperation between teachers and officers, the current level of collaboration is deemed inadequate and inefficacious. Notably, only 14.5% of teachers reported actual collaborative experiences with officers, despite a high prevalence of delinquent behaviour incidents, encountered by 63.1% of teachers in the last semester. Additionally, the study identified deficiencies in legal regulations, notably in the Description of the Organization of Preventive Activities, which lacks specific forms and methods for collaboration with teachers. The study recommends amendments to existing legal frameworks to establish a clear and mandatory system for cooperation.