THERE is a teacher I know who has faced an unrelenting reality since returning to school after the summer break. Every single weekday, for the past two months, she has endured physical violence at the hands of the same pupil. This isn’t an isolated incident or a rare outburst—it’s a daily occurrence that has become a grim routine. From Monday to Friday, she braces herself for the inevitable, a situation that highlights the deep-rooted challenges facing educators in today’s classrooms.
This distressing scenario isn’t just about one teacher or one pupil—it’s a symptom of a broader issue within the education system. Teachers across the country are increasingly reporting incidents of violence in schools, often linked to inadequate support for pupils with complex behavioural needs. According to a 2022 report by the National Education Union, nearly 40% of teachers have experienced physical aggression from pupils in the past year. The situation is particularly acute in schools where inclusion policies are in place but lack the necessary funding and staffing to be effective.
Inclusion in education is a noble goal—it aims to ensure that all pupils, regardless of their needs or challenges, can learn in mainstream classrooms. However, as Neil Mackay rightly points out, inclusion can only succeed if it is properly resourced. Without sufficient funding for additional support staff, training for teachers, and access to specialist services, inclusion policies can inadvertently place undue strain on both educators and pupils.
The teacher I know is far from alone in her experience. Many educators feel unsupported and overburdened, caught between the desire to help every child and the reality of limited resources. Experts in child psychology and education policy have long argued that early intervention and tailored support are key to addressing behavioural issues before they escalate. Yet, without the necessary investment, schools are often left to manage these challenges on their own.
This isn’t just a problem for teachers—it’s a problem for pupils too. A child who resorts to violence is often struggling with unmet needs, whether emotional, developmental, or social. Properly funded inclusion policies could provide the support these pupils require, helping them to thrive rather than lash out. It’s a win-win scenario, but it requires commitment from policymakers and adequate investment in the education system.
As we reflect on this teacher’s daily ordeal, it’s clear that meaningful change is urgently needed. Schools must be equipped with the resources to support both pupils and staff effectively. Policymakers must prioritise funding for mental health services, behavioural specialists, and additional teaching assistants. And society as a whole must recognise the vital role teachers play in shaping the future, ensuring they are treated with the respect and support they deserve.
If you’re a parent, teacher, or concerned citizen, now is the time to advocate for better funding and support in schools. Reach out to your local representatives, support campaigns for increased education funding, and raise awareness about the challenges teachers face. Together, we can create a system where inclusion works—not just in theory, but in practice.
