Overview:
This piece argues that rising violent and extreme behaviors among elementary school students have turned classrooms into unsafe environments, calling for urgent policy reform to protect teachers, support students’ mental health needs, and restore safe learning spaces.
The nation needs to pay attention.
-“Let’s sit in our bubble space.”
-“The first thing we do is always the same, we pick up our pencil and write our name.”
-”We don’t put that in our mouth; that has germs.”
Ahh, the soundtrack of a typical first grade classroom. Many elementary school teachers are all too familiar with these “classic hits” and can surely add on a few personal favorites. We rarely surprise ourselves with what comes out of our mouths on a typical school day, and often have to stop and laugh at some of the funnier ones that you just have to be in the education world to understand. But when did we start adding “Put that chair down”, “Don’t throw that”, and “We don’t use that language.”? Educators, administration, and support staff everywhere are shifting their practice and language in response to a nationwide problem of disruptive and extreme student misbehaviors that are getting worse each year.
Just two years ago in Flint, Michigan a teacher at Flint Community Schools was knocked unconscious after a student hurled a chair across the front of the classroom as a fight erupted. The response by the Flint Board of Education President Michael Clack? -“The teacher unfortunately was in the wrong place at the wrong time” (Genetti, D., 2023). Well, where should the teacher have been? This kind of high school incident is all too familiar and widely documented (thanks, social media) and, sadly, many educators are becoming desensitized to these outbursts. What should send alarms off everywhere, however, is that this conduct is (and has been) happening in our youngest grade levels.
Six-year-olds are throwing furniture, seven-year olds are launching scissors, staff are being bitten, and our tiniest learners are destroying classrooms. A quick scroll on Teacher-Tok sheds a bright, fluorescent light on these violent outbursts and the aftermath common in many classrooms. Furthermore, now these dedicated professionals have to worry about deadly weapons emerging from backpacks and pockets where hidden home toys and cool rocks should be.
Abby Zwerner, a first grade teacher in a Virginia elementary school, is finally in court after being shot in the hand and chest by one of her first grade students in January of 2023. In this lawsuit, Abby and her attorney accuse former school administrator Ebony Parker of failing to act after multiple people approached her with concerns that the student brought a gun to school (Raby, J., October 2025). Unfortunately, the first grader had a history of documented disruption and it makes one wonder if the tragic event could have been prevented. Where does the blame lie, why is this even happening, and what protections do teachers really have?
Minahan and Rappaport (January, 2024) argue that “In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, trauma, or a psychiatric disorder” and that these mental health problems make it difficult for some students to regulate emotions and behaviors. Are education professionals equipped to handle these mental health issues while teaching students to read fluently at a first grade level?
Even with increased support staff like counselors and BCBAs, Board Certified Behavior Analysts, violent student behaviors are only increasing overall. The National Center for Education Statistics released 2023-24 school year data revealing that “Forty-five percent of public schools reported having confiscated some type of weapon (e.g., firearms, knives, Tasers, and explosive devices) from their students during the 2023–24 school year” (NCES, 2024). School staff need more input and control in having these students “flagged” and removed from the general education setting to prevent harm to themselves and others. That’s where policy reform comes in.
Administration and staff are often limited by current laws and state regulations in education, but some states and districts across our nation have begun the process of policy change to address these rising misbehavior trends. West Virginia passed a new state law in April of 2025 that outlines a process through which teachers can “remove violent or disruptive children in levels pre-K through grade 5 from their classroom” (Pattison-Gordon, J, 2025). These guidelines include processes where these removed students work with counseling staff to address their behaviors, which are often symptoms of deeper internal issues.
Just months prior to this new law, educational staff in West Virginia were speaking up and speaking out. Principal Stephanie Haynes in Kanawha County, West Virginia articulated misbehavior concerns to state education leaders in December of 2024. She told lawmakers that she, along with an assistant principal and another staff member, were currently covered in bruises from a student who also tried to stab her with a night lock system just a year ago (Ferrell Knisely, December, 2024).
Reform and legislation like this can give relief to a lot of frustrated teachers that have had unruly students removed temporarily only to have them return and “start” again. These students need real help to address psychological needs and explicit instruction in regulation strategies. Many districts do a phenomenal job working with students dealing with mental issues making sure that all students are included and valued.
These districts utilize staff to the best of their ability not only developing preventative strategies, but also take on the task of regulating students before rejoining peers in the classroom. These districts can only do so much, however, and need adjusted legislation and clear guidelines in regards to when a student needs to be removed from the classroom setting and what procedures must follow a violent incident without fear of legal repercussions.
Many people simply cannot fathom how disruptive a young child can be in the classroom. Entire classes often need to exit the classroom to avoid being caught in the crossfire of unregulated peers. The trauma incurred by classmates that are witnesses to these occurrences is unnecessary and expecting educators to handle it while teaching and protecting all students, is ridiculous. This cannot be the new norm.
Conversations around this issue at some local and state levels are occurring and will hopefully continue and intensify throughout the country. Allowing teachers more say and administration more control in getting students out of the classroom is the first step, and securing safe spaces for regulation and processing with highly qualified professionals is the next. Working in public education is draining enough without having to worry about how to shield students and whether or not our proactive strategies will be enough to prevent a violent outburst. Policies protecting students and their rights are abundant; let’s ensure that educational professionals are also protected with formal procedures for handling certain student behaviors, especially if there is a pattern of disruption. This, in turn, safeguards all students and their right to learn. Like we are always reminded: Put your mask on before assisting others.
References
Ferrell Knisely, A. (December, 2024) West Virginia Watch: Lawmakers failed to pass this year’s school discipline bill aimed at helping elementary teachers. Retrieved from https://westvirginiawatch.com/2024/12/09/police-cannot-help-me-teachers-ask-wv-lawmakers-to-address-violent-disruptive-student-behavior/
Genetti, D. (2023) Midland Daily News: Michigan Teacher Knocked Unconscious After Student Throws Chair. https://www.ourmidland.com/news/article/teacher-chair-student-flint-michigan-18401838.php
Minahan, J. and Rappaport, N. (January, 2024). Child Mind Institute: Breaking the Behavior Code. Retrieved from https://childmind.org/article/breaking-behavior-code/
NCES (July 2024). National Center for Education Statistics. Retrieved from https://nces.ed.gov/whatsnew/press_releases/7_18_2024.asp
Pattison-Gordon, J. (April, 2025). Governing: How West Virginia Is Addressing a Spike in Kids’ Behavioral Issues. Retrieved from https://www.governing.com/policy/how-west-virginia-is-addressing-a-spike-in-kids-behavioral-issues
Raby, J. (October, 2025) Associated Press: Trial Starts in $40M lawsuit filed by a teacher shot by a 6-year-old student. Retrieved from https://apnews.com/article/newport-news-school-shooting-lawsuit-zwerner-f54f7e0cdae1fbb1572b15418f06e908
Laurie A. Mere is a dedicated middle school math teacher in Leicester, MA, bringing over 10 years of teaching experience to the classroom. Throughout her career, she has also taught first, third, and fourth grades, developing a strong understanding of how students learn and grow at every stage.
She holds a Master’s degree in Education with a focus on Teacher Leadership, reflecting her passion for inspiring both students and fellow educators. Laurie is professionally licensed in Massachusetts with post-master’s certification in reading.
Outside the classroom, she enjoys spending time with her two middle school boys, who keep her both grounded and inspired.
