Private School Student's Disruptive Behavior Criticized; Education Bureau Says School Intervened

A New Taipei City councilor has accused the local education bureau of failing to adequately address a fourth-grade student's persistent disruptive behavior at a private elementary school. Councilor Chang Wei-ching stated that the bureau's response, limited to a standardized official document, left teachers and classmates struggling alone against the student's actions, which she described as "completely dysfunctional."

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The education bureau only responded with a standardized official document, leaving teachers and the entire class to fight alone.

Parents reported that the student's behavior, including severe verbal harassment, physical altercations, and classroom disruptions, had been ongoing for over a month. They characterized the situation as de facto school bullying, creating an environment of fear and chaos for the entire class. Despite the school claiming to have implemented reporting, withdrawal, and individual counseling mechanisms, the disruptions continued until the student's transfer.

The education bureau responded that it had guided the school to activate support systems, including immediate reporting, administrative assistance, and necessary withdrawal measures, along with individual counseling. They asserted that school staff intervened promptly during class disruptions and implemented administrative withdrawals when needed to maintain order and protect educational rights.

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The student's behavior, including verbal harassment, physical altercations, and classroom disruptions, had been ongoing for over a month.

While acknowledging the student's transfer, Chang urged the education bureau to conduct a thorough review of the case. She questioned the extent of authority and resources provided to teachers for handling such issues and called for clear improvement deadlines, emergency protocols, and defined responsibilities. Chang also advocated for dedicated city funding for psychological counseling, specialized teachers, and administrative support, and for a re-evaluation of current counseling and withdrawal measures to ensure they are not merely superficial.

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When situations affecting teaching order occurred in class, the school always sent personnel to assist in a timely manner according to the mechanism.

The education bureau stated it would continue to guide public and private schools in implementing student counseling, safety reporting, and support measures according to law, balancing individual needs, educational rights, and teaching quality. They also committed to investigating citizen complaints and improving school handling mechanisms and administrative support to maintain a conducive learning environment.

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The education bureau should instruct the school to set clear deadlines for improvement, emergency procedures, and responsibilities.