In the face of rising aggression in schools, many districts have doubled down on “zero-tolerance” policies and reactive reporting. Yet, the data suggests that these methods are failing to produce safer classrooms. In a compelling new policy proposal, Celeste Hedequist, JD challenges the status quo by shifting the focus away from the individual “bully” and placing it squarely on the shoulders of school leadership.
The core of the argument presented by Celeste Hedequist, JD is that classroom violence is rarely an isolated incident between two students. Instead, it is often the result of subtle, toxic forces within the environment—forces that leadership has the power to mitigate.
Moving Beyond Reactive Reporting
Current anti-bullying efforts are often criticized for being “form over substance.” We wait for an overt act of violence to occur, fill out the required paperwork, and issue a punishment. Celeste Hedequist, JD argues that this reactive nature fails to address the precursors of violence: shame, humiliation, bias, and isolation.
Her proposal advocates for a move toward outcome-determinative measurements. In this model, success isn’t measured by how many bullying reports are filed; it is measured by the actual reduction of aggression and the improvement of the classroom climate.
The Four Pillars of the Hedequist Proposal
The policy suggested by Celeste Hedequist, JD rests on four proactive strategies designed to empower educators while holding them accountable:
- Ownership of the Environment: Teachers and coaches are encouraged to take ownership of the social-emotional climate of their “watch.” The policy posits that leaders are responsible for ensuring that no harm is done and no harm is allowed to happen.
- Upward Performance Reviews: To identify toxic dynamics before they escalate, students would provide anonymous feedback via upward reviews. This allows leadership to identify if factors like shaming or exclusion are being used as disciplinary tools.
- Advanced De-escalation: The proposal calls for mandatory training in de-escalation strategies, ensuring that those in authority have the tools to diffuse tension without resorting to measures that might revictimize students or escalate cycles of violence.
- Objective Surveillance: When outcomes do not improve, the policy suggests the use of in-class cameras. This serves as a system of checks and balances, providing an objective view of classroom interactions to help leadership identify areas for professional growth.
A Paradigm Shift in Accountability
The work of Celeste Hedequist, JD acknowledges a difficult truth: because children’s brains are still developing, they often lack the self-regulation required to navigate high-stress environments. Therefore, the “capable guardian”—the adult in the room—must compensate for this by creating a less stressful, more pro-social environment.
By focusing on leadership responsibility rather than just student punishment, this proposal offers a path toward a classroom culture that is preventative rather than reactive. It asks schools to move past the paperwork and focus on the one thing that matters most: the safety and well-being of the students.
Read the full article: A New Policy Proposal for Reducing Violence and Aggression in the Classroom: A Focus on Leadership Responsibility for Outcomes by Celeste Hedequist, JD.
