Facing youth emotional and behavioral crises, how can campus safety nets be implemented?

A violent incident in a junior high school summer class, where a student attacked a teacher with a broken broomstick, underscores a growing crisis in youth emotional and behavioral challenges. The attack left the teacher facing potential blindness, a stark illustration of how frontline educators are increasingly left to physically defend themselves and other students against sudden violence.

The article argues that such events should not be dismissed as mere "individual emotional outbursts" or addressed with platitudes about "positive discipline." Instead, it calls for a robust reinforcement of the campus safety net, requiring concerted efforts from both central and local governments. The incident has prompted calls from the National Federation of Education Unions for improved inclusive support, crisis response, and teacher occupational injury protection, demanding that the government allocate more resources, personnel, and systemic improvements.

While acknowledging the government's efforts to promote inclusive education and revise special education laws to protect the rights of students with special needs, the piece points out that these well-intentioned regulations often fall short due to a lack of grassroots resources. Teachers in regular classrooms, often managing classes of 20 to 30 students, are ill-equipped to handle high-risk students without adequate special education personnel and professional support. This situation places undue stress on both educators and students, contradicting the core principles of inclusive education.

The author criticizes the tendency of some groups to blame schools or teachers for inadequate prevention mechanisms or a lack of counseling skills, ignoring the reality of insufficient resources and individual teacher limitations. Furthermore, the article condemns the idea that parents should bear no responsibility, even when a student poses an immediate danger. Insisting that schools must handle all care and risk without parental involvement effectively outsources child-rearing, paralyzing the school system and jeopardizing the safety of the majority of teachers and students.

Ultimately, the piece urges legislators and the Ministry of Education to increase public education investment, establish a cross-professional crisis assessment mechanism, and create human rights-compliant crisis de-escalation spaces. It also calls for the allocation of sufficient support staff, including special education teachers and assistants, and the enhancement of medical and legal support systems for teachers injured on duty. The author stresses the need to rely on practical educational expertise rather than idealistic pronouncements to address complex campus safety issues, warning that failure to do so will continue to harm frontline educators and students.

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When crises arise, people do not need to trust any single political party, but they must trust professionalism.