Schools Can Be The Halcyon In The Storm

Children from turbulent homes should be able to find calm in the classroom.

I grew up in a loving home but after my father died when I was three years old, life was often unpredictable, chaotic, and turbulent. My mother was very young, far from her family, and equipped with only a high school diploma. Few things were certain during that time for my three siblings and me. Through the hard work of my mother and the incredible generosity of others, we had the opportunity to attend Catholic schools from first through eighth grade. There, I learned the value of quiet reflection, self-discipline, consistency, and order. In that atmosphere, I thrived academically and grew confident in my ability.

Sadly, many students who come from chaotic or unpredictable homes today do not have the opportunity to experience the calm orderly atmosphere I enjoyed. Too many students leave turbulent situations at home each morning only to find themselves in even more turbulent situations at school. The result is stifled learning and no reprieve from the chaos of everyday life at home. Peers who act out disruptively or violently are given a pass for their behavior under the guise of “restorative justice”. Unfortunately, this type of discipline rarely restores and it is incredibly unjust to the rest of the students in the classroom. 

A concerned mother recently shared with a parent group that her middle school child estimates that fights at his school are underreported by a ratio of five to one. Another parent said her middle school children complain that the classroom is so loud and unruly that they can’t focus or learn and her high schooler reported regular fights. Both mentioned teachers quitting midyear due to the working conditions. 

A child who comes from a home situation that is strife with yelling, fighting, and violence is not going to feel safe in this environment. He will not appreciate the leniency offered to the disruptive students. He will wonder why the adults who are supposed to be in charge of controlling the order in the classroom, keeping him safe, and helping him learn are shirking their responsibilities. G.K. Chesterton wisely reflected on the value of setting rules and boundaries for children in his writing. 

We might fancy some children playing on the flat grassy top of some tall island in the sea. So long as there was a wall round the cliff’s edge they could fling themselves into every frantic game and make the place the noisiest of nurseries. But the walls were broken down, leaving the naked peril of the precipice. They did not fall over; but when their friends returned to them they were all huddled in terror in the centre of the island; and their song had ceased. G.K. Chesterton (Orthodoxy, 153).

Rather than inhibit students' creativity and learning, those boundaries free them to confidently explore their full potential in safety. It is when boundaries are removed that children are paralyzed with fear and unable to experience true freedom.

One common issue children from “dysfunctional homes” wrestle with is the transitory nature of the adults in their life. For me, there was something comforting about seeing the same faces in the hallways for eight years, especially when adults in my personal life would sometimes only stick around for a few months or years at a time. Public schools have created an environment that has led to a high turnover of teachers and staff, specifically in low-income areas. These are the students who need to see familiar faces every day and know that the adults charged with educating them won’t be as inconsistent or short-lived as the adults charged with caring for them at home. They want and need stability and if they can’t get it at home, they should be able to get it at school. A well-run, orderly school with strict discipline guidelines will attract and retain teachers and staff with longevity.

Unlike many today, I do not believe that schools should be practicing psychology in the classroom. I do not believe that it is the responsibility of schools to diagnose and fix every societal problem. I do however believe that schools can create environments that demonstrate the value of quiet reflection, self-discipline, consistency, and order. Schools cannot repair broken homes or cure addicted parents but they can help students realize a different path. I am immensely thankful my grade school experience was the halcyon in my stormy childhood and I pray we can make that a reality for more children today and in the future.

CHESTERTON, GILBERT KEITH. “Orthodoxy .” Orthodoxy, BROADMAN & HOLMAN PUB, S.l., 2022, p. 153.