Substitute teacher severely injured by student during summer classes; union calls for review

A substitute teacher in Taichung, Taiwan, suffered severe injuries to the eye and face, risking blindness, after being attacked by a student during summer remedial classes. The incident occurred when the teacher attempted to stop disruptive behavior, only to be struck with a broken broom handle by the student.

The National Substitute and Part-Time Teachers Union has issued a statement highlighting that this incident is not solely a campus safety issue. They argue it also exposes problems such as insufficient support staff during summer sessions, inadequate protection of substitute teachers' rights, and issues with the handover of special education information. The union is urging the Ministry of Education and local education bureaus to re-evaluate the necessity of summer remedial classes for junior high freshmen.

The union emphasized that the injured teacher, though not yet a union member, deserves full protection of their rights. They called on the school and the Taichung City Education Bureau to provide immediate assistance for work-related litigation, injuries, and occupational hazards. The union stressed that the teacher's status as a substitute should not be a reason for the authorities to shirk responsibility, and that the school should proactively help the teacher navigate the subsequent legal procedures.

Furthermore, the union questioned the routine nature of summer remedial classes for students transitioning from elementary to junior high school, especially before the official start of the academic year and before class dynamics are established. They also called for a review of whether teachers' willingness is fully respected in the scheduling of these classes, particularly for substitute teachers who may feel pressured to accept assignments due to their vulnerable position. The union pointed out that during the summer, schools have fewer staff available for immediate support during emergencies. They also raised concerns about the handover of Individualized Education Program (IEP) information and emergency protocols for students with special needs, suggesting that a lack of necessary information and support places frontline teachers at undue risk.