School+Safety-+Student+on+Teacher+Violence+and+Abuse

by: Anthony Shelton
Unruly: School children fighting in the classroom. (Posed by models) OVERVIEW: =Why do people become educators? Some enter the profession due to an overwhelming love for children. Nothing seems to be more satisfying to them than the desire to pass down acquired knowledge or to help others understand the world around them. Aristotle once said “Those who know, do. Those that understand, teach.” Some teachers are gifted to teach at the elementary level where as others are more comfortable teaching the upper grades. No matter what the discipline or grade level many educators have this desire and when asked openly express their commitment to our youth. As America began to grow both in area and in population those desires were appreciated and valued both in the public and private schools. Teachers were respected by the community at large. Parents took the word and advice of teachers when discipline issues arose or when students’ needed assistance in regards to their academics. The teacher was a vital and respected member of the village that is referred to in the iconic phrase, //It takes a village to raise child//. Those days are slowly fading away. In contemplating this issue some questions come to mind. Why has the respect for teacher diminished? What are the causes for this negative shift in attitudes toward teachers and the teaching profession? Finally, what, if any are some solutions to this cancer that has sickened our education institution? = = = =One of the major reasons student on teacher violence has infiltrated our nation's schools is because of our own failure to acknowledge it. To date only 14 research studies have been conducted internationally concerning this topic. To say that this is an under-reported problem would be an understatement. Jane Falla, in an article on the topic titled, //“The Low Value of Teacher: A Global Epidemic”// reviews the research of Professor Rosetta Marantz Cohen, Professor of Education and Child Study at Smith College. Dr. Marantz states that mindless standardization, student misbehavior, and a concerted effort on behalf of students to disrupt the teacher’s effort to teach/educate are high on the list of American teachers as well as teachers across the globe. She offers us a rationale behind the increased inappropriate behavior displayed by many students. “As countries become more capitalist in their orientation,” says Cohen, “parents see the work of teaching as less prestigious and less worthy of respect. Their children express the parents’ sentiments by misbehaving.” A telling example comes from Brazil, where a teacher writes: “In the 20 years I have been in the classroom, I have never seen behavior like today. The world is shrinking, and my students are becoming global citizens, more empowered. But that also means they can treat me like dirt.” Listen to the audio clip on the first page of [|this article] to gain further insight on the challenges faced by the 21st century teacher (Falla, 2013, p. 1). = = = =Children are a reflection, for the most part, of their parents. Many are recorders of parental words and behavior to be recited or acted out at a later time. In an article titled, Children learn behavior, attitude from parents by Dr. Joyce Brother, she gives advice to a parent that observed behavior between another parent (very controlling) and their child who had been displaying behaviors that were associated with bullying. Dr. Brothers responded, “Children obviously learn many specific behaviors from their parents, but they also learn patterns of behavior and what types of attitudes are appropriate for various situations. Kids who have parents who may yell at them or be overly harsh are inclined to mirror this behavior with their peers.”(Brothers, 2008, p. 1) = = = =Attitudes and behaviors described by Dr. Brothers, if not appropriately addressed can escalate into uncontrollable behavior at home and at school. This is what the teacher has to deal with, besides developing lesson plans that have to engage and inspire, besides the piles and piles of papers to grade, besides meeting and exceeding the end- of- the- year standardized test quotas established by state education department. Of the online parenting magazine, //Empowering Parents: Child Behavior Help// Kim Abraham and Marney Studaker-Cordner describe many of the escalating behaviors parents witness at home and deal with on a daily basis. One parent explains her observations of her own child, “It started out with my daughter yelling 'NO' then to “throwing things and slamming doors any time she didn't get what she wanted.” Her child’s behavior evolved into having “a fit because she wasn't happy” Finally the parent says that now that the child is in middle school she is, “throwing things at me, cursing at us and destroying stuff in our house. It's like being in a landslide — and she's defying me about almost everything." (Abraham & Studaker-Cordner, 2012, p. 1) These are the behaviors children are displaying at home towards the very people that house, clothe, and feed them, those they claim they love. When they get to school many teacher end up becoming targets of that rage that has been developed and cultivated at home. = = = = = =Student on Teacher violence has escalated in recent years according to National Education Association’s Dorothy Espelage of the University of Illinois at Urbana-Champaign, who served as chair of the APA task force on Classroom Violence Directed at Teachers. She speaks on the under reporting of this very alarming yet urgent topic. Some of the attacks range from verbal and physical abuse to damage to property and theft. According to a recent article published by the American Psychological Association (APA) written for NEA Today, 80% of its members reported being victimized by students, parents, and/or colleagues over the past year at least once. When parents were informed of their children’s behavior the responses described by Tammy McCartney, a Broken Arrow, Oklahoma, middle school teacher as “indifference or blatant animosity” towards the teachers. This response only empowers children to act out even more thereby adding to the problem. One very interesting correlation has been discovered while completing this wiki. As statistics continue to show an escalation of violence against teachers, many schools and districts have decreased the use of corporal punishment. More research is required in order to further uncover the reasons behind the correlation. = = = =Some disturbing statistics: (Chamberlin, 2010, p. 13) =
 * =5 percent of teachers had visited a physician as the result of an attack. =
 * =15 percent had been physically attacked but did not see a physician. =
 * =25 percent had their property damaged by a student. =
 * =22 percent said a student had thrown something at them that year. =
 * =13 percent reported that parents had thrown things at them. =

TREND OR ISSUE: = = =This is an issue that has been around since the institution of education has been in existence. Only now have these concerns come to light. Whether it be due to an increase in school shootings, and stabbings or for the call to ban corporal punishment, more attention to <span style="font-family: 'Times New Roman',Times,serif; font-size: 13pt;"> this demoralizing issue is warranted. To find a timeline of recent school shootings in America click on this [|link]. Even while researching points of concern for this wiki there have been mass shootings at Paine College in Augusta, GA, an Atlanta, GA high school, and at the University of California in Santa Barbara just in the past month. = = = =<span style="font-family: 'Times New Roman',Times,serif;">Statistics from the American Psychological Association estimates this “Silent National Crisis” affects approximately seven percent of the nation’s teachers. The facts show that there are more incidents that occur in schools located within our cities averaging around 43%. The data also shows that 55% of violence against teachers occurs more at the secondary level which include middle and high schools. It is estimated that approximately 69% of these violent acts are directed towards female teachers. Three percent of those surveyed in this study or about 127,000 teachers have been physically attacked by students. Keep in mind that these statistics were calculated in 2003-2004 by a national survey. (Chamberlin, 2010, p.13) Considering that several sources have openly stated that issue is under-reported, we have yet to learn of the true numbers and percentages of teachers that have experienced verbal and physical violence at the hands of students. = = = =<span style="font-family: 'Times New Roman',Times,serif;">Some may question the reason teachers may not report acts of violence or threats to administrators. A lack of administrative support could be one of the main explanations. With so many changes going on in school districts with Common Core standards being implemented, loss of teaching positions, and the restructuring of districts due to budget constraints, administrators have their hands full. Students that would normally be placed on suspensions are sent back to the classroom with his or her behavior unchanged. This has caused many teachers to manage discipline episodes that would normally be handled in the administrative offices. This lack of support equates to loss of respect between teachers and the administrative staff. Students who seek to disrupt the learning environment pick up on this observation and, like a battlefield strategist employ the tactic of divide and conquer. It’s just like a family. When the children see that both parents are at odds with each other on a topic such as how to raise the child, children take advantage manipulating the situation to their benefit. This division grows even wider if the breech between teachers and administrators is not repaired. = = = =<span style="font-family: 'Times New Roman',Times,serif;">These violent acts are one of several contributing factor in the attrition of teachers which is an ever increasing problem within our profession. It occurs each year where some of the most promising teachers who are gung-ho towards making a difference in a child’s life end up quickly shifting into the corporate world due the verbal and physical abuse received from the mouths and hands of students. These incidence occur many times with no support from the administration. Teachers that work in these condition may continue to do so due to economic reasons. Their teaching position may be their only source of income and so they chose not to cause any waves. Keeping your head low and getting through the day is all they may have to hold on to. Eventually teachers end up living in fear of either losing their jobs or the constant threats perpetrated by some students. If they decide to protect themselves by striking back many times they are seen as the adult in the room who lost control of the situation. The constant fear of harm to self and others can take a considerable toll on one’s psychological stability. = = = =<span style="font-family: 'Times New Roman',Times,serif;">A story published in the Chicago Tribune in July 2012 focuses on Post Traumatic Stress Disorder diagnosed in teachers. The article tells of violence acts directed towards Norma Brown, a Chicago public school teacher who knows firsthand of the lingering effects of student violence. While attempting to discipline a student for not removing a baseball cap in the cafeteria, a group of students surrounded her and began “punching and kicking her. She fought to remain standing.” (Hood, 2012, p.1) No longer do first responders and members of the Armed Forces have exclusivity on this debilitating disease. According to the article, having studied cases involving soldiers and first responders doctors are better able to identify the disease in citizens working under constant violence. Stepping back into the classroom may not be an option for some after they have been subjected to these conditions. According to the APA approximately 927,000 days of work by teachers are lost annually due to violent acts by students. Workman’s, Compensation, lost instructional time, and incarceration of students are just some of the losses incurred over time. It is estimated that approximately 2 billion dollars are lost annually affecting students, parents, and school districts nation-wide. (Chamberlin, 2010, p. 13) = = = =<span style="font-family: 'Times New Roman',Times,serif;">By law if students engage in altercations with teachers they can be charged with disorderly conduct. It is described as fighting, disruptive protest, disturbing and assembly, public misconduct, as well as other police encounters such as arguing with police during a routine traffic stop. In the state of Georgia it is listed as a minor crime, a misdemeanor which could bring with it fines less than $1,000, with jail time up to one year or both (Theoharis, n.d., p. 2). According to a research report conducted by Georgia Appleseed Center for Law & Justice fifteen district and school discipline policies were assessed. Schools within these districts included elementary to high schools. Specific to this topic the third subtitle in the report is Physical Violence. Georgia law also mandates that the districts adopt specific discipline policies for students committing acts of physical violence against School Personnel. Georgia law mandates that students accused of these acts be placed on suspension ranging from one to ten days as well as expulsion, pending a tribunal hearing (Georgia Appleseed Center for Law & Justice, 2011, p. 5). = = = =<span style="font-family: 'Times New Roman',Times,serif;">The Muscogee County School District’s Behavior Code and Discipline Policy states, under the heading of Offenses Punishable by Muscogee County School District, Rule 5 clearly address the issue of student on teacher violence. It is described as, //Verbal Assault, Physical Assault, Disrespectful Conduct of Students towards teachers, administrators, and other school personnel// (Phillips, 2013, p. 12). The consequences of students committing these acts are in line with that of the state research report by the Georgia Appleseed Center for Law & Justice mentioned previously. But these policies address issues after the act has already been committed; after the trauma of the event has been ingrained upon the psyche of our teachers, administrators, and support staff. Are there strategies school personnel can use to identify and deescalate situations that can be potentially harmful to their mental and physical well-being? How can we as educators, parents, and administrators address and eliminate this <span style="font-family: Times New Roman,Times,serif;">hidden infection of our educational body? = = = <span style="background-color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 20pt;">SOLUTIONS: =<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Create a positive district/school climate =

=<span style="font-family: 'Times New Roman',Times,serif;">One of the greatest weapons school districts can use to combat the issue of violence is to create and maintain a district and school climate that promotes unity between parents, students, teachers, and administrators. Many school personnel believe this is addressed by the local PTA (Parent, Teacher Association). These organizations do have the potential to attack the problem but only to a certain extent. The title itself shows the limitations of its efforts to engage the problem head on. It only involves parents and teachers. Schools within the Muscogee County School District have reinvented this organization to include students, administrators, and outside businesses and organizations referred to as P.I.E. (Partners in Education). The new PTSA organizations work towards increasing and improving the dialogue between all parties as they face challenges throughout the academic school year. The new collaborative body now has the potential to go beyond the four walls of the schoolhouse to obtain the resources many school districts are unable to access due to socioeconomic limitations or deductions in state funding. Planning and organizing activities together will allow parents, teachers, community leaders, and businesses to appreciate how each are vital parts of our community body. School-sponsored activities such as preschool year cook outs, school-sponsored bicycle trips, to ice cream socials are but a few activities that can be implemented to show the community that learning doesn't only happen within the four walls of the classroom. Seeing others in a relaxed setting may potentially diffuse aggressive behavior by students or parents during a parent/teacher conference or disagreements concerning scheduling between parents and administrators. Ultimately the goal is to reestablish the trust and respect the community once had in teachers and the teaching profession. Teri Mahoney, a crisis counselor at Owen J. Roberts, says "Teachers should interact with students as much as possible," explains Mahoney. "Always take the extra steps, even if they appear to be small." (Walker, 2008, p. 4). = = = =<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Deescalation = = = =<span style="font-family: 'Times New Roman',Times,serif;">Even when an adequate district and school climate has been established some students and parents continue to speak and act in threating and combative ways. These actions could have the potential to place school personnel in uncomfortable and violent situations. Abraham & Studaker-Cordner suggest that once factors such as mental and physical conditions such as ADHD or depression and /or anxiety have been ruled out, there is a greater chance that parents and teachers with the support of the medical community can find the root of the student’s outbursts (Abraham & Studaker-Cordner, 2012, p.2). Much of the researched literature mention that when teachers are in these type situations they should always keep a cool head. Talking in a calm, firm voice when speaking to angry students, or parents is the best way to deal with potential verbal and physical abusive situations. The goal is always to decrease tensions while attempting to find common ground that both parties can relate to. This will help find pathways to conflict resolution. These skills are challenging for veteran teachers and school personnel. First and second year teachers as well as some staff members may find it difficult to manage these situations but over time these skills can be mastered if given multiple opportunities to practice their classroom management/parent interaction skills within their student-teaching and district training programs. Most of all adequate mentorship by veteran teachers, and support from their administration will help in the deescalation process. = = = =<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Protection/Defense = = = =<span style="font-family: 'Times New Roman',Times,serif;">But what happens when diplomacy fails and all that is left is an inconsolable student and/or parent that refuses to find a peaceful solution to their conflict. What does the first year or veteran teacher do when faced with the threat of a physical altercation? Should they run away? Should they allow students and/or parents to attack them? Should teachers openly embrace the fury unleashed upon them by students and parents, cowering down because we are seeking to deescalate the situation? Or simply, should the teacher defend themselves from potential attacks? The Florida teacher shown below is better equipped to answer this last series of question. Click on this [|link] or on the image below to view news reports on this incident. After viewing the clip one question must be answered; was she justified in her actions or did she use excessive force? No teacher or administrator wants to be placed in such a situation but should teachers in America give up their [|Fourteenth Amendment]rights simply because they chose to become teachers? =

==<span style="font-family: 'Times New Roman',Times,serif; font-size: 13pt; line-height: 1.5;">Maybe the recent conceal and carry law just signed by Georgia's Governor, Nathan Deal can provide [|some protection] or even help deescalate matters before they get out of hand. Opponents of the law suggest that this will inevitably [|increase the very violence] we are trying to eliminate. No matter what side of the issue you find yourself, exposing this controversial issue to the public can only improve the conditions that this demoralizing cancer has had on the body of our education system. ==

<span style="font-family: 'Times New Roman',Times,serif; font-size: 13pt; line-height: 1.5;">
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 13pt; line-height: 1.5;">To see a proposal for an event promoting positive relationships among teachers, students, parents, and administrators, please download the document below. **

<span style="background-color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 20pt; line-height: 1.5;">REFERENCES:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Aristotle, A. (2014, January 1). //Quotes About Teaching (384 quotes)//. Retrieved June 1, 2014, from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Abraham, K., & Studaker-Cordner, M. (2012, April 1). //Defiant Child Behavior: Is Your Child's Bad Behavior Escalating?// Retrieved June 1, 2014, from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Brothers, J. (2008, October 8). //<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Children learn behavior, attitude from parents - seattlepi.com //<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">. Retrieved June 1, 2014, from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Chamberlin, J. (2010, October 1). //<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Study reveals startling abuse of teachers by students, even parents //<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">. Retrieved June 2, 2014, from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Falla, J. (2013, September 9). The Low Value of Teacher: A Global Epidemic?” [Audio podcast]. Retrieved from [|http://http://www.smith.edu/insight/stories/teaching.php]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Georgia Appleseed Center for Law & Justice (2011). //<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Effective Student Discipline: Keeping Kids In Class. An Assessment of Georgia’s Public School Disciplinary Policies, Practices and Outcomes And Recommendations for Change //<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">. Retrieved from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hsieh, S. (2014, February 3). There Have Already Been At Least 11 School Shootings This School Year | The Nation. Retrieved from [|http://www.thenation.com/blog/178214/there-have-already-been-least-11-school-shootings-school-year#]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hood, J. (2012, July 2). teachers attacked by students show signs of post-traumatic stress disorder Experts say teachers in tough, urban schools especially susceptible to violence.//Chicago Tribune// [Chicago], p. 2. Retrieved from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">Kopkowski, C. (2008, April 1). //<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">NEA - Why They Leave //<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">. Retrieved May 29, 2014, from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">NEA Staff, N. (2013, February 19). //<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">NEA - Breaking Up Fights //<span style="font-family: 'Times New Roman',serif; font-size: 12pt; line-height: 1.5;">. Retrieved May 22, 2014, from [|http://www.nea.org/tools/14115.htm#.U31ApOMS64Y.email]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Theoharis, M. (n.d.). //Disorderly Conduct Laws by State: Charges and Penalties | Criminal Law//. Retrieved June 2, 2014, from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Phillips, J. A. (2013). //Behavior Code and Discipline Policy//. Retrieved from Muscogee County School District website:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Turner, R. (2013, April 9). A Warning to Young People: Don't Become a Teacher | Randy Turner [Web log post]. Retrieved from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Walker, T. (2013, February 19). //Violence Against Teachers – An Overlooked Crisis? | NEA Today//. Retrieved May 22, 2014, from []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Walker, T. (2008, February 18). //NEA - Assessing the Threat//. Retrieved June 2, 2014, from []