Teachers call out rape threats as poll says more than 1 in 10 physically assaulted by pupils
Teachers have called for action on homophobia and rape threats as a survey suggests more than one in 10 teachers have been physically assaulted by a pupil in the last year, as well as 'being upskirted' and having 'unknown substances sprayed in their face'.
“It’s simply another stress that we do not need. Not only are we subjected to derogatory language, but racism and homophobic language and more recently threats of rape, sexual assault, being stabbed or even threats to harm family members.” Another said: “I was upskirted. I have had an unknown substance sprayed in my face. I have been verbally abused and shoved several times.”
It added that the union is concerned that many school leaders are “not given sufficient guidance in the completion of risk assessments for violent pupils”. Patrick Roach, general secretary of the NASUWT, said: “No teacher should have to go to work expecting to suffer from physical or verbal abuse by pupils.
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Barriers to learning for sustainability: a teacher perspective - Sustainable Earth ReviewsWe collectively face a constellation of complex and interconnected problems that threaten human and planetary wellbeing now and into the future. Holistic, multidisciplinary education that integrates the social, environmental and economic pillars of sustainability and enables learners to contribute to more sustainable societies are widely expected to play a crucial role in addressing these challenges. However, transformative learning to foster more sustainable ways of living cannot take place without teachers, who serve as role models for students and are widely acknowledged as key agents of social change. Teachers are called upon to translate international policies for sustainability education into classroom practice, but research shows that many practicing educators feel unprepared to help learners develop the competencies needed to forge more sustainable paths forward. In this commentary, the reflections of a British science teacher provide a first-hand account of the disconnect between international policy on sustainability education and the lived experiences of a classroom teacher and serve as a launch point for comparison with other teachers’ perspectives on teaching and learning for sustainability as documented in the literature. Despite significant context-based differences in how sustainability education is implemented, teachers’ voices from across the world reveal several common obstacles to multidisciplinary, learner-centered education for sustainability, including disciplinary silos, a focus on high stakes assessments, and inadequate professional learning opportunities for future and practicing educators. These hurdles persist despite repeated calls from policy-makers and researchers to better prepare and support educators as the facilitators of learning for sustainability, underscoring the need to more closely connect top-down Education for Sustainable Development policy to teachers’ needs and classroom experiences.
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