Shifting the Blame:

Classroom teachers are the pulse of education, working tirelessly to pump impactful learning experiences into the classroom by creating and implementing engaging and meaningful lessons while fostering a safe and accepting learning environment. They are charged with navigating standards aligned lesson plans, differentiating and scaffolding instruction, engaging every child in learning, implementing effective classroom management, and maintaining a compassionate environment that supports the social-emotional needs of their students. Not to mention an exhaustive list of other professional demands including meetings and professional development requirements. However, one of the biggest challenges educators face today is the disruptive behavior that has become a norm in today’s classrooms which is holding teachers hostage as they try to balance academic instruction with behavior management.

Student behavior has become more and more disruptive over the years and the answer for many stakeholders outside of the classroom is to blame teachers. Administrators, policymakers, and other stakeholders outside the classroom frequently point to teachers as the root cause of disciplinary issues, suggesting that if they had built stronger relationships, used better engagement strategies, or implemented the right classroom management techniques, students wouldn’t misbehave. This narrative is not only unfair but also dangerously oversimplified, ignoring the broader systemic factors that contribute to student behavior.

Overlooking Systemic Factors

Many administrators and education leaders operate under the assumption that student behavior is entirely within a teacher’s control. Blaming teachers ignores the complex realities students bring into the classroom. Many children face trauma, poverty, food insecurity, unstable home environments, or undiagnosed learning and behavioral disorders that impact their ability to focus and regulate their emotions. These are challenges no single teacher, no matter how skilled or dedicated, can resolve on their own. Yet, instead of addressing these deeper issues with appropriate support systems—such as more school counselors, behavioral interventionists, and mental health resources—many districts choose to point fingers at teachers, demanding they “do more” to fix problems beyond their control.

Meanwhile, teachers are deeply committed to supporting students who are impacted by trauma and socio-economic hardships, recognizing that these challenges greatly affect a child's ability to learn and thrive in the classroom. They strive to create safe, nurturing environments where students feel valued, understood, and empowered, often going above and beyond their instructional duties to provide emotional support, resources, and encouragement. Many teachers adapt their teaching methods to be trauma-informed, practicing patience and empathy while helping students build resilience and coping skills. However, while their dedication is unwavering, teachers cannot do this work alone. They need the backing of school leaders, mental health professionals, and community support systems to ensure that students facing adversity receive the holistic care and resources they need to succeed both academically and personally.

Out of Touch Leadership

One of the biggest contributors to this blame game is the growing disconnect between education leaders and the realities of the classroom. Many administrators, district officials, and policymakers have been removed from direct teaching for years—if they ever taught at all. They are in charge of making important decisions about curriculum, discipline, and instructional strategies with other educational leaders and adult stakeholders, without fully understanding the daily struggles of modern educators. These decisions directly impact the learning environment in classrooms, but are being made without the consult of the educators who are in charge of creating the best learning environment for their students. The reality is that most educational leaders don't know or have forgotten what it’s like to manage a large group of children. Children are not mini-adults. Kids prioritize connection and play as they try to navigate their world. Many of the adults making decisions on their behalf are out of touch with the childhood experience and what children really need in order to learn and grow.

One challenge is many school and district leaders feel the societal pressure to prioritize statistics over substance. Instead of addressing the real needs of teachers and students, many education leaders are pressured to focus on statistical data—such as increasing graduation rates, improving standardized test scores, and presenting metrics that reflect “growth” as defined by stakeholders and policymakers, many of whom have no professional background in education beyond their own schooling or their children’s experiences.

Policies aimed at reducing behavioral incidents often focus on manipulating data—such as discouraging teachers from writing referrals or requiring excessive paperwork for consequences—rather than actually providing support for managing disruptive behaviors. The result? Teachers are left to deal with escalating behavioral outbursts while support continues to fade because of misleading results being reported to show improvement instead of the reality of what is happening within the classroom walls.

The Hypocrisy of Inconsistent Support

While teachers are expected to singlehandedly manage student behavior, they are often given little support or authority to enforce discipline effectively. Many schools have policies that prioritize reducing suspensions or eliminating consequences for misbehavior to improve statistics rather than genuinely support students. Teachers are told to use restorative practices, build relationships, and keep students engaged, but when those strategies don’t immediately resolve deep-seated behavioral issues, they are left with no recourse. However, many teachers already implement these strategies and procedures, yet they are still told they are ineffective. At the same time, administrators may be quick to reprimand teachers for classroom disruptions but slow to provide the structural changes needed—such as smaller class sizes, additional support staff, or professional development on trauma-informed teaching.

The Impact on Teacher Morale and Retention

This misplaced blame contributes to teacher burnout and the growing educator retention crisis. When teachers feel unsupported, blamed, and powerless to create real change, their motivation and job satisfaction plummet. Many highly qualified educators leave the profession not because they lack passion, but because they are held accountable for factors far beyond their control. Instead of investing in strategies that support teachers—such as increased mental health services for students, parental engagement initiatives, and consistent disciplinary policies—stakeholders too often focus on scrutinizing teachers while ignoring the systemic gaps that create behavioral challenges in the first place. In short, teachers are not only taking the blame, but also internalizing the blame. They leave the profession not only because of the emotional exhaustion, but also because they feel inadequate and discouraged by lack of support.

A Call for Shared Responsibility

Improving student behavior in schools requires a collective effort. Administrators must recognize that teachers alone cannot be expected to solve behavioral issues without proper resources and institutional support. Parents must be engaged as active partners in their child’s education. Mental health professionals and behavioral interventionists should be readily available to address deeper issues impacting student conduct. Policy makers should continue to set high expectations when they are creating policies to support behavior management, but their level of support must match their level of expectations. Educational leaders need to reach beyond the classroom and lean into how they can support teachers by using their voices to influence systemic changes in their communities.

Above all, education leaders must listen to teachers—the people who are actually in the classroom every day—rather than making decisions from a distance and blaming educators when their out-of-touch policies don’t work. Blaming teachers for student behavior is not only unjust—it’s counterproductive. Instead of pointing fingers, it’s time for education leaders to acknowledge the systemic challenges at play and work collaboratively with teachers to create environments where both students and educators can thrive.