It is a troubling paradox of the modern American education system: never have we had more laws, policies, and task forces dedicated to stopping bullying, yet never have our classrooms felt more volatile. While all 50 states now mandate bullying prevention policies, the statistics tell a different story—one of rising aggression, escalating physical violence, and a pervasive sense of insecurity among students. In a comprehensive and challenging new policy proposal, Celeste Hedequist argues that our current approach is failing because it is fundamentally reactive. We are busy mopping up the floor while ignoring the leak in the roof.
Hedequist’s proposal suggests a radical paradigm shift: moving the focus away from the “perpetrator-victim dyad” and placing it squarely on the shoulders of school leadership. The central thesis is that violence is not just an individual failing of a “bad” student, but a systemic failure of the classroom environment. By shifting the lens to “leadership responsibility for outcomes,” the proposal argues that we can treat the root causes of aggression rather than just punishing the symptoms.
The Failure of “Form Over Substance”
In her analysis, Celeste Hedequist identifies a critical flaw in current school safety models: the reliance on bureaucracy over results. Schools often adopt a “catch-all” approach, implementing generic anti-bullying programs that allow administrators to “check the box” of compliance. However, these programs are often form over substance. They generate paperwork, but they do not generate safety.
By the time an incident report is filed, the damage is already done. The bullying has occurred, the victim has been traumatized, and the aggressor is likely facing a punishment (like suspension) that research shows often increases the likelihood of future offenses. Hedequist argues that this reactive cycle ignores the “precursors to violence”—the subtle, toxic forces like stress, bias, and humiliation that bubble up long before a fist is thrown.
The Capable Guardian and the Routine Activities Theory
To understand why violence happens, Hedequist points to the “Routine Activities Theory” of criminology. This theory posits that a transgression requires the convergence of a motivated offender and a suitable target in the absence of a “capable guardian.” In the context of a school, the teacher or administrator is that guardian.
When a classroom is chaotic, or worse, when a teacher utilizes shaming tactics or fails to manage their own stress, the “guardianship” collapses. Celeste Hedequist argues that young students, whose brains are still developing self-regulation skills, cannot be expected to maintain order in a vacuum. It is the adult’s strict responsibility to curate an environment where “motivated offenders” find no opportunity to act.
A Four-Pronged Path to Safety
The proposal outlines a concrete, four-step plan to operationalize this shift toward leadership accountability:
- Outcome-Determinative Measurements: Schools must stop measuring effort (how many meetings were held) and start measuring outcomes (did violence decrease?). If aggression persists, the strategy must change.
- Mandatory De-Escalation Training: Teachers must be equipped with the skills to diffuse tension. A stressed teacher often escalates a stressed student; training ensures that leadership remains the “thermostat” of the room, regulating the emotional temperature.
- Upward Reviews: In a bold move for transparency, the policy calls for students to anonymously review their leaders. This feedback loop allows schools to identify classrooms where students feel unsafe, humiliated, or stressed before physical violence erupts.
- Surveillance for Accountability: Finally, Hedequist suggests the use of cameras in the classroom when outcomes are poor. This is not to police students, but to ensure that leadership is adhering to professional standards of conduct and safety.
Celeste Hedequist’s proposal is undoubtedly provocative. It effectively suggests a “strict liability” standard for educators, arguing that if harm occurs on their watch, they own the failure. However, in an era where school violence has become a public health crisis, such bold thinking may be exactly what is required. By empowering leaders to take full ownership of their environments, we move from a culture of blame to a culture of prevention.
To read the full details of this transformative approach, you can view the complete proposal here: A New Policy Proposal for Reducing Violence & Aggression in the Classroom: A Focus on Leadership Responsibility for Outcomes