This past fall, my 14-year-old son, Will, came home from school and told me that some of his fellow students had participated in a TikTok challenge that encouraged them to vandalize school bathrooms. Students destroyed soap dispensers and spilled drinks all over stalls. Like many teenagers, Will initially found it funny. “But,” he said, “the more I thought about it, I felt really bad for the custodian who would have to clean it up.”
What happened at my son’s school is not unique. I’ve talked with district leaders, educators, administrators and parents across the country who are overwhelmed by an increase in disruptive behavior — ranging from vandalism, delinquency and classroom outbursts to far more severe concerns around harming themselves or others. In a recent survey published by the Rand Corp., nearly 60% of district leaders reported that discipline had become a moderate to major concern.
Also, my son’s capacity for empathy is not unique. We know from research that empathy can be taught, practiced and promoted through intentional opportunities to build awareness of others and reflect on their perspectives. This is what social and emotional learning, or SEL, fosters in students. SEL isn’t a quick fix or a one-size-fits-all approach, but it should be an important part of how we respond to the layered challenges that underlie the many stories of disruptive behaviors in schools.
