Amid mounting concerns from families and educators, Lorain City Schools is taking a closer look at student behavior issues that some say are disrupting learning. A recent Board of Education meeting on March 10 sparked significant discussion, leading to a special work session on Tuesday to address these challenges.
Parents Voice Safety Concerns
For Summer Williams, a mother of a preschooler and kindergartner, safety is her top priority. “It’s just about the safety of my children at school,” Williams told reporters. “And not from outside sources, but just the other children that are in the classroom with them.”
Williams attended her first school board meeting on Tuesday after learning about a troubling incident involving her daughter. According to her, a student chased her child and other kindergarten classmates with scissors. “It’s just very alarming. And I didn’t know the extent of the situation. I was never called by any principals or anyone for that matter,” she said.
Educators Call for More Support
Teachers echoed similar concerns, describing the challenges of managing violent outbursts and disruptions in classrooms. Lorain Education Association President Julie Garcia emphasized the need for resources. “We want to protect the teachers from being hurt while trying to educate our kids. We want tools, we want training,” she said.
At the March 10 meeting, other parents and teachers shared accounts of increasing disruptions. “I don’t even want to send my kids to school anymore. It’s ridiculous. Things need to be put in place to help the teachers help the kids,” one parent said.
District Response and Strategies
The special session on Tuesday included further public comment and an overview of existing strategies. “We have to continue listening—which is what we’ve been doing,” said LCSD Assistant Superintendent Michael Scott.
Superintendent Dr. Jeff Graham suggested that the rise in behavioral issues is linked to the lingering effects of the COVID-19 pandemic. Recent data from the National Center for Education Statistics supports this, with over 80% of public school leaders reporting that the pandemic has negatively impacted student behavior and mental health. “A lot of experts warned us about this—that because of the way kids were socialized or not socialized—to expect some atypical behaviors,” Graham explained.
To address these challenges, the district has taken steps in recent years to bolster support systems. Additional staff, including social workers, behavior coaches, and assistant principals, have been brought on board. Efforts have also focused on early intervention and support teams for students exhibiting troubling behaviors.
Graham noted that improvements are already visible, particularly at the high school level, with reductions in fights and overall behavioral progress. However, he acknowledged that more work remains to be done. “Our plan, in my opinion, short-term and long-term is solid. But we have to shore up some of these gaps,” he said.
Calls for Additional Training
Despite the district’s efforts, educators say more training is needed to effectively manage behavioral challenges. Garcia pointed out that while efforts are being made, they are not being implemented quickly enough. “Ok, let’s get them calmed down. But now what do I do with the child? How do I have a conversation? I’m not trained in any of those things. And we do have some of those supports. We don’t have enough,” she said.
Williams acknowledged the increased presence of support staff in her daughter’s kindergarten class but worries about the future. “It just saddens me that it happened so late. And I don’t know how effective that will be with 45 days left of school,” she said.
The Board of Education adjourned after a 2.5-hour session on Tuesday but committed to continuing discussions in the coming weeks, with a focus on enhancing communication with families and providing additional support for teachers.