The controversial incident at Tashkent's School No. 275 has split the public into two opposing camps. Some (rightfully) argue that the teacher should not have used physical violence against teenagers. Others, likely the majority, claim the children deserved punishment: 'You have no idea what today's schoolchildren are like.'

According to the editorial board, blaming only one side would be the wrong approach. As education and psychology experts noted, this situation resulted from multiple factors, with problems in the sector accumulating over decades. The government is working on gradual solutions, but this takes time. Experts emphasize that both students and the teacher can be considered victims of the conflict.

First problem: the school education system lacks clear protocols for dealing with deviant student behavior. In a conflict, the teacher is left alone with students, and resolution depends on many factors. In international practice, teachers hand over such students to specially trained staff who can apply measures like temporary suspension, psychologist consultations, or parental meetings.

Second problem: schools lack effective psychological support mechanisms for both students and teachers. Psychologists are scarce (one per hundreds or even thousands of students) and burdened with paperwork. Class teachers are also overloaded with lessons and reports, leaving no time to study the psychological climate. A teacher on the verge of burnout has nowhere to turn for help.

Third problem: the education system overemphasizes subject knowledge while neglecting pedagogical psychology, age psychology, classroom management, and conflict resolution. Teacher training and retraining programs either lack these disciplines or treat them formally. Certification mainly tests theoretical knowledge, not practical teaching skills.

Fourth problem: teachers have few real tools to influence students who do not study, skip assignments, and ignore requirements. According to numerous accounts, teachers avoid giving failing grades to prevent conflicts with administration. Mechanisms for retaining underperforming students are ineffective. Senior students are aware of this and often exploit the situation. Schools should be safe, nurturing environments preparing children for society, but this cannot be achieved without addressing systemic issues.

Source: www.gazeta.uz