On Monday afternoon, video footage showing a School Resource Officer (SRO) in Columbia, South Carolina’s Spring Valley High School flipping over a seated female student and hurling her across the room began to go viral. The video, of which there are now several versions from different classmates, shows the officer, Ben Fields, approaching the seated student, talking to her briefly, and then flipping her backwards in her desk before hurling her across the room while classmates and a school administrator look on passively:
Officer Fields, who has been the subject of lawsuits for excessive force and discrimination, has been fired according to Sheriff Leon Lott, and the federal Department of Justice has begun its own investigation. Initial reports that the young woman is orphaned appear to be false, but her status in the foster care system is still in question. Classmate Niya Kenny was arrested along with the other student and told local media that she was trying to stand up for her schoolmate:
“I know this girl don’t got nobody and I couldn’t believe this was happening,” Kenny explained. “I had never seen nothing like that in my life, a man use that much force on a little girl. A big man, like 300 pounds of full muscle. I was like ‘no way, no way.’ You can’t do nothing like that to a little girl. I’m talking about she’s like 5’6″.”
The story, as we know it now, unfolded when the young woman’s teacher caught her with her cell phone out and ended up requesting that she leave class. When she did not, an administrator was brought in who called in Officer Fields. There is no indication that the young woman did anything other than passively remain in the classroom when asked to leave. Another classmate, who took one of the videos currently circulating, said that the girl was apologetic about having her phone out and about not leaving. He said the situation turned violent when the girl told Officer Fields that she did not know who he was:
“I’ve never seen anything so nasty looking, so sick to the point that you know, other students are turning away, don’t know what to do, and are just scared for their lives,” Robinson said. “That’s supposed to be somebody that’s going to protect us. Not somebody that we need to be scare off, or afraid.”
“That was wrong. There was no justifiable reason for why he did that to that girl.”
I am going to start with some premises that I consider to be undeniable. I know that some people will deny them anyway, but in my mind, as an educator, as a parent, and as a citizen, these are not up for negotiation:
- First: The grown ups in this classroom utterly failed this child. Regardless of her behavior (or more accurately, her lack of behavior), the adults in the room are acting in loco parentis and have legal and moral obligations to treat every child in the room with the utmost care as if they were their own. There were tools for deescalation that both the teacher and the administrator could have used before ever calling in Officer Fields. If those had not worked, Officer Fields’ inexcusably went almost immediately to violent assault.
- Second: There is no excuse, no justification, no set of circumstances, no words spoken that can ever justify the level of violence that was inflicted upon this girl and the terror she and her classmates must have experienced as a result. She was seated. She was passive. There was no threat of violence or harm to anyone in the room that warranted a physical response of any kind. Officer Fields was not placing himself between fighting students to prevent harm to themselves or to others. He flung a child across the room solely because she did not comply with an order.
- Third: Whether or not the young woman in question is orphaned, in foster care, or not is entirely beside the point. Our desires to find good kid versus bad kid narratives is part of our misplaced desire to sympathize with an entirely innocent, pure, victim of brutality when the fact is that we should sympathize with any victim of brutality. It clouds our judgement and distracts from the inexcusable choices made by the adults in the classroom. Trayvon Martin was posthumously defamed for the “sin” of not being a “perfect victim.” Eric Garner was blamed for his own death. Ultimately, the demand for victims of institutionalized brutality to be “perfect” is a demand to rationalize their deaths and wounds as deserved and a demand to clear our own consciences for systems that benefit us and brutalize others.
As is typical in the age of social media, there is now a steady stream of fault finders declaring that the young woman deserved her treatment and looking frame by frame at her being hauled backwards in her desk for evidence that she “caused” the assault. I have no time or patience for that, and I readily chalk it up to racism. But there is also a call from many that I have seen to be “cautious,” to assess the girl’s behavior, and to “wait for all the facts” as if there is some hidden information that might balance to blame assessment.
I get the temptation. As teachers, we are frequently called upon to moderate opposing sides, and we are trained to look for multiple points of view on a range of contentious issues. The good teacher will sometimes have to defend a point of view that he or she disagrees with if it is unpopular and is being dismissed without consideration by our students. But this is simply not one of those cases – a seated child, passively resisting an order to leave the classroom, and who poses no threat to anyone, simply cannot be hurled across a room, and it is not “moderation” to call for more information, or to call to see both sides, or to insist that the young woman’s behavior must occupy our attention as well. It is, intentional or not, the perpetuation of violence. It draws our attention away from the failures of the adults in the classroom to find a peaceful solution to a peaceful problem.
Writing for The New York Times, Roxane Grey asked, pointedly, “Where Are Black Children Safe?”
Time and again, in such situations, black people are asked, why don’t we mind our place? To be black in America is to exist with the presumption of guilt, burdened by an implacable demand to prove our innocence. We are asked impossible questions by people who completely ignore a reality where so many of the rules we are supposed to follow are expressly designed to subjugate and work against our best interests. We ignore the reality that we cannot just follow the rules and find our way to acceptance, equality or justice. Respectability politics are a delusion.
Far too little attention is being given to who the young girl is, or that, according to the lawyer representing her, she is in foster care. When that officer saw her, sitting quietly, defiantly, she was not allowed to be human. She was not allowed to have a complex story. She was held to a standard of absolute obedience. She was not given the opportunity to explain the why of her defiance because she was a black body that needed to be disciplined by any means necessary.
This reality, that so many children of color cannot even find refuge in school and are subjected to detrimental policies that we have long known do not work, strikes at the very heart of our moral responsibilities as teachers. If students in our care face institutional violence, it is a massive failure of our role as stewards, and we must resist it on their behalf. Allowing ourselves to become distracted by calls for “moderation” of viewpoint in response to that is another failure, and it makes us accomplices in a system that makes it impossible for a young person of color to ever not be at fault when assaulted.
I am reminded of Dr. Martin Luther King Jr. who wrote this in his Letter From a Birmingham Jail:
I must make two honest confessions to you, my Christian and Jewish brothers. First, I must confess that over the past few years I have been gravely disappointed with the white moderate. I have almost reached the regrettable conclusion that the Negro’s great stumbling block in his stride toward freedom is not the White Citizen’s Counciler or the Ku Klux Klanner, but the white moderate, who is more devoted to “order” than to justice; who prefers a negative peace which is the absence of tension to a positive peace which is the presence of justice; who constantly says: “I agree with you in the goal you seek, but I cannot agree with your methods of direct action”; who paternalistically believes he can set the timetable for another man’s freedom; who lives by a mythical concept of time and who constantly advises the Negro to wait for a “more convenient season.” Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Lukewarm acceptance is much more bewildering than outright rejection.
I had hoped that the white moderate would understand that law and order exist for the purpose of establishing justice and that when they fail in this purpose they become the dangerously structured dams that block the flow of social progress. I had hoped that the white moderate would understand that the present tension in the South is a necessary phase of the transition from an obnoxious negative peace, in which the Negro passively accepted his unjust plight, to a substantive and positive peace, in which all men will respect the dignity and worth of human personality.
More than half a century later, even with the tangible progress that has been made in America, that same impulse to call for “moderation” and “balance” when presented with abject injustice is still with us. It is a call that comes most frequently from a place of comfort and privilege that apparently cannot tolerate being made uncomfortable. It is a call that shields enfranchised people from examining their own privilege and causes them to vote for leaders and policies that subject others far from them to injustice and violence.
And it is one of the most intractable problems that we face.
6 responses to “Spring Valley High School Assault: When “Moderation” is Violence”
A couple of thoughts have come to mind throughout this situation.
1. Principals and SRO’s would not have been called into the unless there was a significant reason.
2. The biggest mistake the adults made was not removing the audience. If the child refuses to leave the room, then you remove the remainder of the students (her audience). Then get to the bottom of the problem.
3. If she is having a bad day, then we can work with that, but don’t take it out on the entire class by being disruptive and uncooperative with every adult that she comes in contact with.
I certainly hope it goes without saying that something was bothering the young woman in question — but also as you smartly point out, there are tools the adults had that could have kept their response to a peaceful if uncooperative situation entirely peaceful. I’d argue that their *biggest* mistake was failing to do that.
Reblogged this on David R. Taylor-Thoughts on Education.
So inspired and touched by this, if only everyone could read this and understand!
This seems to be a result of “no tolerance” policies. It doesn’t matter why she refused to leave. There is no provision for the adult to seek out “what’s going on.” Orders are orders that MUST be followed. To refuse an order is to make a personal affront to the order giver, who is then obligated to up the ante. This is no-win discipline. The fact that “disruptive” is an extremely vague term in the SC law only creates more opportunity to discipline students for petty purposes. Perhaps the “disruptive” law allows a politician to go to their district and say, “See? We did something about education.”
As a special education teacher all of my life, the video footage reveals to me that the student’s response to the “assault” was extremely unusual…no screaming…no hollering…no fighting back or grabbing something to fight back with…Later TV interview reports, from other students, indicate that she had not complied to adirective, simply non-compliant…not rebellious not violent, not agitated, bot boisterous, not making a commotion or a creating distraction …she simply ‘pissed off’ the teacher by (appearing to) ignore his directive. .Why was she so deeply withdrawn? so unable to protest and speak out…so out of touch with her anger?…In fact, the entire classroom sat with blank faces staring forward , slumped shoulders, NO reaction what so ever…heads not turning to view the obvious disruption of furniture flying as if in a trance…What a very systemic pathological response!…But as a special education teacher’ I can tell you this to be true > it’s the “acting out’ students who are the mentally and emotionally healthy ones asserting their need to be noticed, they are the ones who are 1/2 way there to remediation and normalcy…It is the withdrawn ones, the quiet ones, the ones who hide in a shadow of silence, the ones who can not find their voice or the will to use it, who are at a much greater risk of a serious mental health pathology, if they don’t already have one . And that is what I saw in the video… an entire classroom of numbed souls…Was that commotion such a common-place occurence to them that they simply passively accepted it as ‘ho-hum’ normal? Something is very wrong with that school culture…something that has deadened the “spunk, spirit, spontaneity and joy” in those students..My questimate is fear.mixed with well conditioned compliance creating a “frozen in place response. Those were my initial thoughts when I first watched the video…as well as, feeling ovrwhelmed by an intense rage….And so now, it appears my instincts were correct…I share with you two videos I found on the internet this morning…You will not find this on mainstream media…They rarely get facts or the issues straight. Facts get in the way of the socio-political spin. She is in foster care wih a mental illness and on medication for being severely withdrawn making baby steps into a new school. Where was her IEP, 504 or Positive Behavior Plan to specify a best practice plan for the school and for her well being? …or was Officer Slam the behavior plan?
One broken arm, injured back, injured neck and traumatized student later…don’t tell me there was not a better way. I’m an educator. I KNOW there are non-violent ways to deal with difficult students, even wihdrawn ones. What happened to the sacred trust to ensure ” the health and safety of students” at all times. What happned to “do no harm”? Please see this short talk…an update on info about the student