Blurred Boundaries For Teachers
Stephen, a science teacher at a secondary school in west London, vividly recalls the first time he received a text message from a student. The text, which arrived at 10:30 pm on a Friday, read "Sir u r fit." He did not recognize the number and chose not to respond. A few days later, Stephen received another text that read, "Lets have fun lol." Soon afterward, similar messages arrived on a nightly basis from several different numbers, some of which included abusive language. Stephen hoped that by not responding, the messages would cease, which eventually happened after a month. Despite this, he and his wife were affected by the experience.
A different kind of experience was reported by Maggie, who teaches at a private girls’ school in the east Midlands. A photo of her was taken with a camera phone while she was bending over in class, and it was posted on a popular teens’ social networking site. The girls had a contest in which participants were asked to guess the shape of Maggie’s buttocks. Although the girls apologized afterward, Maggie realized that she had to be more careful with what she did and said.
Ben, a young general studies teacher from Hertfordshire, had his own realization about the challenges of modern communication. After sending a routine email response to a student’s inquiry about an assignment’s deadline, he realized that he had signed off with an "xx," which he often does to people he knows. He panicked, thinking that the student’s parents might misunderstand the signature. Although nothing came of it, the incident made him aware of the communication challenges teachers face.
Recent news stories have focused on teachers’ sexual relationships with pupils. One such teacher, a 26-year-old public school music teacher, was recently sentenced to 15 months in prison after an affair with a 15-year-old student that included a trip to Paris. In another case, a classroom supervisor at a school in Yorkshire was the fifth staff member in three years to face criminal charges over sexual relationships with pupils. In both cases, evidence obtained from mobile phone text messages was used in court.
However, the reality for most teachers is more mundane. The ways teachers and pupils communicate are changing. The erosion of formal boundaries between professional and private life is blurring, thanks to email, text messaging, and social networking. While communication outside the classroom is easier than ever, it also presents challenges, and teachers must be aware of the risks. Although it has been illegal to engage in sexual activity with a pupil under 18 since 2001, teachers insist that such cases are rare and that the number of cases that go to court is even smaller. The National Association of Schoolmasters Union of Women Teachers reports that it handles approximately 800 allegations of misconduct annually, but only a handful involve inappropriate sexual conduct.
Alastair, a teacher at a private secondary school in London, admits that if a teacher and student are determined to engage in an inappropriate relationship, they will find a way, despite the boundaries set by school authorities. Even though electronic media makes it easier to connect, it creates written evidence, diminishing the illusion of privacy. Alastair acknowledges that there is a definite issue involved. Schools may encourage online contact between teachers and students through web portals, but guidelines prevent the use of personal social media accounts, phone numbers, and email addresses. Mike, a London-based teacher, echoes similar sentiments, pointing out the blurring of lines between public and private space.
Mike elaborates on a scenario where a teacher accompanies students on a school trip. There is a school-owned mobile phone for such occasions, but if someone else has it at the time, teachers may feel the urge to give their phone number to the students, which may expose them to risks. Text messaging or sending personal emails is considered intimate communication, and teachers walk a thin line between professionalism and staying connected with students.
Alastair reveals that he has given his home email address to students while applying for admission to elite universities like Oxford and Cambridge. While emailing and texting are intimate forms of communication, pupils may feel valued, making it harder for teachers to draw the line between professional and personal communication. Digital age’s darker side exposes educators to scrutiny because an inappropriate comment or gesture can get amplified on social media, potentially ruining their careers.
Social media trouble isn’t limited to teachers; students often indulge in cyberbullying, which has become more potent in the age of social media. A group of Grey Coat Hospital School girls in London was suspended for making hateful comments about one of their teachers on Facebook, and the Forest School in Horsham, West Sussex, saw a Facebook and Bebo campaign by boys to malign staff. According to a survey conducted by the Association of Teachers and Lecturers and the Teacher Support Network, one in ten teachers reported experiencing cyberbullying. It is not unexpected that these types of events can result in teachers losing confidence in their skills, making them less effective in classrooms.
According to Keates, teachers feel increasingly at risk due to the proliferation of new technologies. The use of mobile phones and social networking sites in classrooms has led to inappropriate behavior, including the taking of inappropriate photos and filming staged attacks on teachers. False allegations and exposing teachers to ridicule and humiliation has also become a common occurrence. To combat these issues, unions and authorities have begun running courses for teachers on the pitfalls of new technology. However, some teachers feel that this creates unnecessary separation between the real and online world. Keates believes that the culture of ever-greater accessibility is making it more difficult for teachers to maintain appropriate boundaries with students.
