F E A T U R E
in their bags during the day. This is a practical middle ground, allowing access during emergencies without promoting constant use. But like being caught with chewing gum, or your shirt untucked, being seen with your phone can still attract punishment.
It’ s essential we view these phones not just as distractions, but as lifelines.
Abuse isn’ t always obvious
When we talk about safeguarding in schools, the conversation often centres on the most extreme forms: sexual abuse, physical violence, neglect. But abuse can also be subtle, psychological and embedded in everyday power dynamics.
An art teacher might humiliate a student’ s work time and time again, degrading their skills and aspirations rather than uplifting and supporting them. A PE teacher could fat shame or single out a student for their body type. A dinner lady might mock a pupil for being‘ too skinny’. An English teacher might weave racist or sexist narratives into their lessons, disguised as‘ just debate’ or‘ playing devil’ s advocate’.
These are not isolated incidents. They can be driven by bias, ego, personal grudges or deepseated prejudice; things that may not be visible to other staff members or leadership.
And yet, today’ s pupils are more attuned to these behaviours. They’ re not afraid to ask,
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