On any given day in one of Geneseo’s schools, the presence of two full-time school resource officers is about far more than uniforms and patrols.
For Officers Amber Berthoud and George Marquez of the Geneseo Police Department, the focus centers on mentorship, visibility and trust — and building relationships that extend beyond a student’s graduation.
Berthoud serves as the School Resource Officer at Geneseo High School after spending a year and a half at the middle school. Marquez, a nearly eight-year veteran of the Geneseo Police Department, is in his second full year at Geneseo Middle School.
Together, the officers provide a steady, daily presence in the district, working with administrators, staff, students and families to help ensure schools remain safe, supportive environments focused on both accountability and growth.
A CALLING TO SERVE
The officers arrived in Geneseo with varied backgrounds, and a shared belief that working with young people was more than just an assignment.
Prior to joining Geneseo, Berthoud spent two and a half years policing in Rock Island. After stepping away from law enforcement for several years to work for the post office, she found the call to serve never faded.
“Policing was always a passion of mine,” Berthoud said. “I even found myself being in situations at the post office where if there was a hit and run, I was chasing people down and people were like, ‘What are you doing?’ That's just in your blood, you know?”
She later returned to law enforcement, lateraling into Geneseo. The move proved to be transformative.
“The type of policing we do in Geneseo, I feel like I make more of a positive impact than I did when I was in Rock Island,” she said. “When it comes to this position, I’ve always had a passion for children, and wanting to help people is one of the reasons why I got into it in the first place.”
Marquez, who previously served in the military and worked for Henry County, both at the jail and on patrol, took a path that blended service and youth mentorship.
“I spent six years as a member of the Army Reserves,” Marquez said. “And I've always worked with kids. I've been working with a church youth group for probably over 30 years now, so it's always been in my life.”
He later joined the Geneseo Police Department, bringing that experience — and passion for youth development — into the schools.
A VISIBLE, DAILY PRESENCE
While no two days are exactly alike, the officers emphasize that visibility and safety are constant priorities.
“Police presence is the biggest thing,” Berthoud said. “As soon as students walk in the door, as soon as parents drop their kids off, we want them to know their children are safe.”
Each morning begins with a perimeter check.
“The very first thing we do once everybody's in their rooms is a perimeter check to make sure that all the doors are secure,” she said.
Marquez echoed the importance of that routine: “Doors are a must. We check every single door every day and throughout the day to make sure that no one is coming in who shouldn't be here. Presence is number one, and second, safety.”
Beyond security checks, their days include supervising lunch and recess, assisting with disciplinary supervision, and responding to issues that arise overnight.
“In the mornings, you're following up on things that have happened the night before with students that you've been made aware of,” Berthoud said. “Each day is different.”
Although Berthoud is based at the high school and Marquez at the middle school, they remain on call for the district’s elementary buildings.
“We've got a good relationship with the principals,” Marquez said. “They’ve got us on speed dial.”
Sometimes the request is minor, perhaps speaking with a student about something he or she said. Other times it’s more serious, such as addressing a student due to concerning behavior. In every case, the officers stress their approach is measured and supportive.
“We're not there to scare them and we're not there to arrest them,” Marquez said. “But we'll be firm and let them know this is not right and there are consequences to what is said or done.”
MENTORS IN UNIFORM
While matters of discipline ultimately rest with school administrators, Geneseo’s school resource officers focus on guiding, supporting and encouraging students to act in ways that will serve them — and their schools — well.
“We want to create a relationship with the students,” Marquez said. “We want their first contact with police to be positive, so that is their outlook beyond the years they are in our schools.”
Berthoud describes their roles as multifaceted.
“Yes, we’re wearing this uniform, but we are more than police officers,” she said. “We're mentors, we're counselors, and we’re social workers.”
Building trust is essential, especially when interactions begin after a student has made a mistake.
“We understand you make mistakes,” Berthoud tells students. “We want you to succeed.”
That long-term investment is evident in her unique experience of moving from middle school to high school with many of the same students.
“The juniors that I have now, those were my eighth graders,” she said. “Over time, that's exactly what it is, you build those relationships and the trust and familiarity that come with it.”
CHALLENGES, ACCOUNTABILITY, MOMENTS THAT MATTER
The role of a school resource officer doesn’t come without its challenges. One of the most difficult aspects, Berthoud said, can be committing to accountability.
“Sometimes we have difficult conversations with parents,” she said. “We’re living in a time when some parents may be quick to defend their children and may not always see the need for accountability. Part of our role is to help guide students in taking responsibility for their actions.”
The goal, she emphasized, is preparation for life beyond school.
“Our goal is to help get them ready for life after they leave our buildings,” she explained. “We want to help them learn those different things that they need, such as accountability.”
For both officers, the most meaningful moments often come quietly.
“For me, it’s something small, like a student coming to my office with a simple little letter, or a drawing, and saying, ‘I made this for you,’” Marquez said. “I know I impacted at least one child. I was once that kid.”
High fives in the hallway are equally powerful.
“When a kid comes up to you on their own,” Marquez said, “I can see that they're comfortable, they're happy in their environment, and they feel safe.”
Berthoud finds reward in growth.
“It’s seeing where they started, then getting to the point of seeing how far they've come,” she said. “Being able to assist them along the way is very rewarding.”
A COMMUNITY PARTNERSHIP
Both Berthoud and Marquez point to the collaboration between the police department, school district, and community as a defining strength.
“We have such a tight-knit community,” Berthoud said. “We have such a good relationship with the community, and with the school district, local businesses, everybody. And that shows.”
Marquez noted that not all school resource officers enjoy the same level of support.
“We appreciate that the school district really wants us here,” he said. “We try to be a positive presence, and hopefully long after students are out of school and in the community, they will come up and say or wave, because then, we’ll know we've done something good.”
Berthoud also acknowledged that the perception of school resource officers has evolved.
“In the past, there was a stigma with being SROs,” she said. “That has completely changed, especially with us. This is a position that we put in for… because of the benefits of it, and wanting to be here.”
For Berthoud and Marquez, being an SRO isn’t about enforcement — it’s about impact.
“Every day's different,” Marquez said. “It’s about working with the principals, staff, parents, and students. Again, we’re not here to enforce, we're here to be mentors.”
