Within the context of student behavior, I have frequently commented about the “inconvenient truth” of education. When disruptive behavior is deemed “inappropriate” or a “risk to the safety or welfare of others”; we often see harsh disciplinary action within the context of zero tolerance or other reactionary measures. For example, when students leave the classroom due to agitation, anxiety, or disabling conditions, this behavior is described as “elopement” and school personnel may often respond with suspensions and discipline, Then again, I was reading earlier today about walk-outs all across the region, such as the 5,000 Seattle Public Schools’ students who participated in protests Monday. According to the district representatives, “students do have the right to peacefully demonstrate and express their personal views”. Also, stated, these students “will get an “unapproved absence” but will not face discipline”. Here’s another take on similar activity: According to the Berkeleyside news site, “Albany High campus administration supported the students and some teachers joined in.” Earlier in the week, the following comments were shared by Berkeley Unified School District representatives, “The district prefers that its students are in class and participating,” However, we do understand their concern and we take it very seriously when they feel passionate about political issues. We’re doing everything we can to support them.”
Sure, I did not grow up on an Amish Farm, cloistered from society, and yes, I am aware of the current political climate. However, this level of tolerance and support appears inconsistent relative to behaviors in general. From my perspective, as an education advocate, student behavior often is the foundation of many situations associated with special education and general education. Nevertheless, there appears to be a disconnect within the context of understanding for most students who demonstrate behaviors associated with running away, elopement, ditching classes, and attendance issues, may often experience anxiety, depression, and classic “flight” responses. Unfortunately, most of these student face disciplinary measures as a result. Then again, within the current walk-outs, many schools see this as an appropriate response to the current political environment; at least within the designated “blue states”. This level of understanding appears to be selective and capricious.
So I ask, “What next?” … what if a contingency of students expressed their personal views related to the quality of instruction at these schools? What if a student or a group of students felt empowered to walkout for they didn’t like a specific class or teacher? What if students walked out every time they felt threatened by the pressures of testing, academic rigor, or any time they just felt like it as a form of personal expression? Personally, I am not sure these walk-outs are best handled without consequences. I don’t believe this is a slippery slope schools want to support. Just thinking out loud … as usual.