In 2023, a 6-year-old boy shot his first-grade teacher, Abby Zwerner, at a Virginia elementary school. Recently released bodycam footage shows reading specialist Amy Kovac caring for the child as her colleague fought for her life. She deserves a medal and a raise.
Teachers are educators, counselors, caregivers, referees and, sometimes, crisis responders. Oh, and somewhere between all that, they're supposed to teach reading, writing and arithmetic.
The Richneck shooting was an extreme case, but it raises a broader question: how can teachers focus on educating our children when they're spending so much time managing their behavior?
Whatever Happened to Classroom Discipline?
I attended Catholic elementary school, where the nuns believed in prayer, education and something affectionately known as the board of education.
And, let me tell you, some of those sisters had a swing that could have gotten them drafted into Major League Baseball.
I'm not advocating for a return to those days. Children shouldn't have to fear being physically harmed by an adult to learn how to behave.
But, somewhere between the wooden paddle and today's classroom, have we struggled to find the middle ground?
I'm also the daughter of a teacher. My mother spent more than 20 years in the classroom, and one of my favorite stories is how she learned to establish authority on the first day of school. A principal once advised her to fill a trash can with paper and give it a good kick if the students got too loud. Mama thought that was the silliest advice she'd ever heard.
Until one day, the classroom got a little too rowdy. And you know what Mama did? She kicked that damn trash can. Apparently, that was all it took. The students learned that Ms. O'Brien meant business.
I'm not suggesting teachers start kicking trash cans across America. But Mama's story reminds me that classroom management has always required creativity, consistency and boundaries.
And, judging by what educators are reporting, maintaining those boundaries has become increasingly difficult.
According to a 2026 Education Week survey, 76 percent of elementary school teachers said student behavior had worsened over the previous year.
A 2024 Pew Research Center survey found that 68 percent of elementary school teachers dealt with classroom behavioral issues every day.
Every. Single. Day.
And, while teachers are managing those disruptions, what happens to the children who are ready to learn? What happens to the child who needs extra help with reading or the quiet kid who finally worked up the courage to raise a hand? Their teacher may be busy putting out another fire.
Of course, children will misbehave. They're children. Some need additional behavioral support, and others may be dealing with challenges we know nothing about. Compassion matters, but so does accountability.
A child who needs support deserves it. So does the child sitting next to them who simply wants to learn.
Parents, We Have Homework, Too
I'm a member of the Parent Teacher Organization at my daughter's elementary school. On a good day, we might see 10 parents outside of the board members.
Now, I understand we're all busy. Between work, dinner, homework and extracurricular activities, another meeting may be the last thing you can squeeze into your schedule. And maybe you don't have time to sit through a discussion about Trunk or Treat or the Father-Daughter Dance. I get it.
But volunteering at your child's school isn't just about planning events or raising money. It's about building a sense of community and getting to know the teachers and staff who spend hours with our children every day. Those relationships matter.
When a teacher calls to say your child has been acting out of character, that conversation may go differently if you've already established a relationship. Instead of immediately feeling defensive, you may be more inclined to listen and work together.
And you don't have to volunteer to build that relationship. A parent-teacher conference or an occasional check-in can go a long way. Are we asking about our children's behavior as often as we ask about their grades? Or are we checking in only when there's a problem?
Sometimes, our children are misunderstood. Sometimes, they need additional support. And, sometimes, they're simply wrong. We have to be willing to consider all three.
Getting Back to the Business of Teaching
Parents cannot fix every classroom problem. Schools have responsibilities, too. Teachers need administrators who support fair, consistent discipline and access to trained professionals when children require additional help.
Some students need counseling or individualized behavioral interventions. Others need clear expectations and consequences. All deserve a safe place to learn. We don't need to bring back Sister Mary and her wooden paddle. We need to restore the understanding that respect is taught, accountability matters, and discipline doesn't have to mean punishment.
Don't wait until your child's name appears on a disciplinary report to learn the teacher's name. Check in. Ask questions. Listen. And, when something isn't right, work with the school to address it before a small problem becomes a bigger one.
Teachers should be able to spend more time shaping young minds than managing crises. And keeping our classrooms safe and productive shouldn't be their responsibility alone.
Emeri B. Montgomery is Newsweek's Director of Homepage Operations.
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