Split-Second Decisions, Split Perceptions

Publication

Charbonneau, É., Mousseau, V., Poirier, B., Faubert, C., & Boivin, R. (2024). Examining perspectives on fatal use of force: A comparative analysis of police and social sciences students’ views. The Police Journal, 0(0). https://doi.org/10.1177/0032258X241301941

What Was the Issue?

This article looks at how police students and social sciences students view a fatal police use-of-force incident. It specifically asks whether police training shapes attitudes about when and how lethal force should be used—and how those views differ from people without police training. The bigger issue here is the growing gap between public expectations and police expertise when it comes to use-of-force decisions, especially in life-or-death circumstances.

How Did They Look at It?

Researchers showed a mock video of a fatal police shooting to two groups: police students (n=1609) and social sciences students (n=688). The police students were enrolled in a 3-year community college policing program that culminated in an actual police academy. The social science students were recruited from the same community colleges that housed the policing program.

The video showed officers confronting an armed man who was threatening to kill his former boss. It began with the officers receiving a dispatch call that provided context about the threat and mentioned that there were approximately 30 people in the building. When the officers arrived, they saw a man with a knife outside. The officers ordered him to stop and put down the weapon. The suspect did not comply. Instead, he moved toward the building's entrance while stating that he had lost his job and intended to kill the woman who fired him. As he tried to enter the building, one of the officers shot him.

After watching the video, participants were asked what the officers could have done differently, whether the officers' actions were misconduct, and what consequences the officers should face. The researchers then compared the responses between the two groups.

What Did They Find?

• Different Ideas About Alternatives: Police students were much more likely to agree with the officers' actual actions (42.5%) than social sciences students (4.4%). The social science group was more likely to support alternatives like firing a warning shot (26.3% vs. 5.3%) or shooting the suspect in the arm or leg (39.7% vs. 9.9%).

• Training Changed Attitudes: More advanced police students were more likely to support the use of lethal force. Support for the officer’s actions increased at each stage of training—year 1, year 2, year 3, and the academy.

• Views on Misconduct and Punishment: Social sciences students were more likely to view the officers’ actions as misconduct and to support harsher punishments. Police students, in contrast, were less likely to see the incident as misconduct and favored more lenient consequences.

So What?

The authors argue that this study clearly shows how police training influences participants’ perceptions of use-of-force incidents—and that these perceptions shift further as training progresses. They also highlight that the social science students (many of whom came from social work programs) were less supportive of the police from the beginning. Finally, the study reinforces what other research has shown: many people have unrealistic expectations about use-of-force encounters.

My $.02

This study stands out because it captures how police training reshapes the way students perceive use-of-force situations. As they move through their training, their perspective shifts to reflect the real-world demands of the job—what can actually be done, what’s lawful, and what’s tactically sound.

Unfortunately, it’s also a reminder that police officers live in a different world than the average civilian when it comes to use of force—and that’s a real problem. Because when something happens, it’s not other officers making the call—it’s often a jury of civilians who may not understand what officers face in the moment. That gap in understanding can lead to life-altering outcomes for the officers doing the job. That’s why training officers is only part of the job. The other part is helping the public understand what it really means to make a split-second decision with a life on the line. Agencies can start closing that gap through targeted public outreach, media engagement, and structured community-police interactions that give civilians a clearer picture of the challenges officers face.