Abuse in the public school system (part 3)

William T. Robinson, Jr.

William T. Robinson, Jr.

In the previous segments, we have addressed the prevailing issue of abusive behaviors of students in the classroom that impede the progress of the majority of the students. We have identified that there are many victims that are affected (the perpetrators, teachers and students who want to learn) and major realistic changes are needed to correct this national problem.

No teacher should be told that it is part of their job to be physically and verbally assaulted with no recourse if they are to keep their jobs. Unfortunately, many educators in schools predominately populated with students from economically disadvantaged communities claim they are working with this impending threat over their heads.

Administrations in many public schools are masking their chronic behavioral problems for fear of being demoted or transferred. It seems reporting too many behavioral problems or not reducing excessive behavioral problems are attributed to poor administrative management skills.

Administrations in affect pass the blame onto the teachers, often citing poor classroom management skills. Thus, you have many teachers who feel the administration has failed them in remedying their behavioral problems, eventually allowing the problematic and abusive students to stay in the classroom.

While in some situations you may find uncaring, ineffective teachers, for the most part you have loving, dedicated, hardworking teachers looking for aid and solutions to help remedy abusive classroom behavior—not ‘condemnation.’

Acknowledging chronic combative, and threatening students whose physical and verbal behaviors are detrimental to the learning academic environment is essential, especially in formulating the proper or adequate solutions to mitigating or eliminating these behaviors.

There is no one, single panacea or one-size-fits-all solution that guarantees success for all students identified with behavioral problems. But measures can be incorporated that should make a noticeable difference. We must be willing to provide all the resources necessary to remedy the problem devoid of making excuses that are too costly. We must address the political and legislative restraints that keep all schools from having equitable resources to meet the academic and social needs of all students.

It is no secret that the penal system ‘profits’ from former students with a history of behavioral problems that were not sufficiently or adequately dealt with effectively. Is not providing all necessary resources in the early stages of chronic abusive behavior essential? This is an ever-increasing concern, especially when you have a large percentage of African Americans as victims.

We must ask ourselves: “Is investing in our children’s future to provide them the most conducive learning environment a top priority?” If students as well as teachers are afforded a safe and nurturing environment devoid of continuing threatening and abusive behaviors, true and effective learning can take place. Everyone can deduct that when you have structure and discipline in a classroom, learning is inevitable.

Adopting a school by private individuals, organizations, churches, and businesses can be a big plus in combating abusive behaviors in the school. We all must do our part. But we all know the students’ parents should play the most pivotal role in addressing and correcting undesirable and abusive behaviors manifested by their children. Let’s not become desensitized and accepting of abusive behaviors in classrooms.

Many adults have expressed that parenting classes should be mandatory for the parents of chronic abusive students before a return to the classroom. Under no conditions should teachers be doormats and whipping objects for violent physically and verbally abusive behavior by students without dire consequences.

Test scores and student achievement percentages are sure to improve when classroom behavior is dealt with effectively and realistically.