Instead of encouraging empathy and support, Williamson wants students to be punished for struggling to cope with an exceptionally disruptive, uncertain, and traumatic situation.
This dedication to discipline pins blame entirely on individual students, ignoring the root causes of “bad behaviour”, and serving to further deepen existing inequalities.
“Bad” behaviour doesn’t come from nowhere. It is often a reaction to problems happening in a child’s life, from issues ranging from anxiety and bereavement to hunger and poverty. This was true in pre-pandemic times, but is especially salient now, as the pandemic continues to exacerbate these issues.
Marginalised and racialised students are more likely to experience these disruptive circumstances, owing to systemic inequalities that have been further aggravated by recent government failures.
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