Schools are meant to be safe havens for children. When that sense of security is jeopardized, particularly by the actions of school personnel, it can transform the educational environment into a place of fear. A case in point is a first-grader in Massachusetts who will likely never view school the same way again.
In November 2019, police were summoned regarding a six-year-old boy—who had no prior disciplinary issues—before his parents were even informed. The allegation? He was accused of sexually harassing a classmate. His parents, Jamie and Ava Rivers, learned about the situation only after the police had been contacted, following claims from the dean of students that the boy had inappropriately touched a little girl.
It is well-documented that Black and Brown children are disproportionately policed and frequently wrongfully accused of offenses compared to their white counterparts, which can be a traumatic experience. Unfortunately, this incident is not isolated. There are countless other examples, such as an 11-year-old girl in New Mexico who was tackled for being “disruptive,” and a nine-year-old in Rochester, New York, who was handcuffed and pepper-sprayed.
According to the American Psychological Association (APA), childhood trauma is defined as an “emotional response to a terrible event.” But what happens when that trauma occurs in a school setting? Such experiences can impair cognitive function—affecting memory and emotional regulation—and lead to anxiety and problematic behaviors. For this six-year-old boy, the trauma of being confronted by a police officer at school may negatively influence his educational journey for years to come.
More than a year later, his parents are still seeking justice, arguing that the school overstepped by contacting law enforcement before informing them, and that racial bias likely played a role in their decision-making. “It’s devastating, especially as a Black father, to send my son to a place where I question his safety,” Jamie Rivers told the media. He added, “When school staff see a Black or Brown child, they often fail to see a young kid. Instead, they prematurely assume the worst and criminalize their behavior.”
This sentiment is echoed in an editorial published by the Daily News. “The adults involved escalated a relatively benign incident involving a Black and Latino child against a white child, reflecting not just personal biases but also systemic issues within the response protocols they claim to follow,” the piece stated. “This situation underscores the flaws in our educational system when it begins to resemble the punitive nature of the prison system.”
Lisa Grant, founder of a nonprofit dedicated to training law enforcement on youth interactions, expressed deep concern over the situation. She stated, “It’s troubling that a simple touch led to a characterization of abuse. The school could have used several alternative methods to handle this matter without subjecting the children and their families to trauma.”
In my own experience as a parent, the school always contacts me first in any situation. If they can’t reach me, they leave a message and then call my partner. This protocol is essential; parents have the right to be informed about their child’s experiences at school, particularly in sensitive incidents.
Recently, in my daughter’s class, a child threatened her, saying they would kill her. After the incident, the teacher reached out to me, explained the situation, and assured me that she had addressed the behavior with both children involved. Did she call the police? No, and I didn’t want her to. My daughter was understandably upset, but the teacher handled it appropriately without escalating it unnecessarily.
Sadly, for the Rivers’ son, the school chose to contact the authorities first, leaving him with a record that his parents are now striving to clear. This adds a layer of complexity to the already difficult conversations they must have with him about race and law enforcement.
The school district insists they acted correctly, stating that their staff follows all necessary reporting protocols. However, they acknowledge existing issues and are committed to addressing equity concerns within their schools. To begin making amends, they should focus on expunging this child’s record and providing resources to help him heal from the trauma inflicted upon him.
As stated by trauma specialist Patricia Olney Murphy, “Children affected by trauma can be ‘offline’ and unable to learn due to symptoms like intrusive thoughts and emotional dysregulation.” When kids attend school, they expect safety, understanding, and opportunities for growth. This case highlights that not all students are treated equally, and the urgency for equity in education has never been more pressing.
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In summary, schools must prioritize thoughtful and fair responses to incidents involving children, avoiding unnecessary escalation that can lead to trauma. By fostering a culture of understanding and equity, we can create safer educational environments for all students.