Prior to the COVID-19 pandemic, rates of violence against teachers were significantly lower than they are today. Teachers reported at least one incident of verbal harassment or threatening behavior from 65% of students and 53% of parents. Post pandemic, these rates have gone up to 80% and 63% respectively.
After first-grade teacher Aspen Lohman went on leave due to repeated assaults by a student, her husband, John Lohman, wrote a guest column in The Gazette on Sept. 7 detailing her experience. Then, at a school board meeting on Sept. 24, Lohman’s friends and family spoke on her behalf, and other educators shared their own experiences with student attacks.
“The PTSD, depression and anxiety have also taken a considerable toll on her physical health and well-being. Her daily life has changed drastically,” John wrote in an email.
While Aspen had experienced violence and threats previously throughout her career, after COVID-19, they worsened dramatically.
“The increasing frequency and severity of incidents raised serious concerns about her safety and that of her students,” John wrote.
At the beginning of the attacks, Aspen filed office discipline reports after each assault and was told administration was aware of the attacks, but no following action occurred, according to her husband. She was not contacted until February when another teacher emailed Superintendent Matt Degner about the attempted assault.
“It’s frustrating that the ICCSD administration didn’t address this systematic problem until my wife courageously shared her story publicly. The district still lacks a complete picture of violence against teachers because incidents weren’t being tracked, and teachers have been reluctant to report due to inaction,” John wrote.
As of Nov. 18, Aspen is still on family and medical leave. She was offered several complimentary counseling sessions, but didn’t receive workers’ compensation insurance.
“She was diagnosed with PTSD, depression and anxiety from both her primary doctor and mental health counselors, and now requires ongoing mental health counseling and therapy. The PTSD, depression and anxiety have also taken a considerable toll on her physical health and well-being,” John wrote.
When ICCSD paraeducator Kiley Butcher received the staff email from the district explaining Lohman’s situation, she felt conflicted over what the best course of action to address situations like these could be to allow grace for students, while protecting teachers.
As a paraeducator, Butcher has more specialized training in understanding and working with students that have been cited as higher risk for behavioral issues. She believes that if training like this was emphasized for non-paraeducators as well, teachers would be better equipped to handle situations similar to Lohman’s.
“We have to go through a certain safety training through the district, and … teachers don’t go through this. They aren’t put through this. So I think if teachers were also given that training, that would really set teachers up for success,” Butcher said.
The district is now taking action to address this problem in the form of new support teams designed to identify and establish solutions for possible behavioral issues before they arise. Director of Special Education Ashley Reedy relayed in an email interview the reasons why the district has chosen to make these teams.
“We recognized an opportunity to strengthen how we review data and respond to patterns of need across schools.” Reedy wrote. “The development of the district support team formalizes this process. A clearer, more consistent structure for identifying gaps and coordinating supports. This refinement helps us respond more proactively and collaboratively when challenges arise.”
These teams will be providing building-level data analysis to identify patterns that indicate additional assistance is required. With improved insight, the teams aim to ensure teachers are more supported through these situations.
“When trends emerge, the team collaborates with building administrators and staff to determine appropriate next steps, provide resources and ensure consistent implementation of district-wide supports. The goal is to strengthen our systems so that schools receive timely, targeted assistance based on their specific needs,” Reedy wrote.
According to The Gazette, the district team is monitoring several data points to identify where assistance is needed. They include:
- Office referrals by grade and building, suspensions and reentry meetings
- Academic performance, student failing grades in high school and intervention trends
- Attendance and truancy by building and subgroup
- Special education, behavior implementation plans and suspension by Individualized Education Program
- Employee accident reports and incidences of physical aggression with and without injury
Along with these new district support teams, the ICCSD is implementing changes for student aggression procedures. Changes this year include:
- School administrators and/or school nurses are directly contacting the Iowa City district’s human resources team when a staff member is injured by a student
- When a staff member is injured by a student, documentation is completed for the staff member and the student
- Additional training and information is being provided for administrators regarding reporting incidents
The ICCSD Board of Directors meeting on Oct. 28 was one of five that will be held over the next few months to discuss how the district is planning to reduce physical aggression in schools. The district recognizes this reality and, according to Reedy, is working to maintain a safe, supportive learning environment through these new support teams.
“We are committed to continuous improvement, using data, collaboration and shared accountability to ensure every student has the behavioral, emotional and academic supports needed to succeed. We also invest in our staff through ongoing professional development and coaching, clear safety protocols and de-escalation practices, access to wellness and mental health resources and time for teamwork and planning. These supports help adults feel equipped and valued, which in turn strengthens the classroom environment for students,” Reedy wrote.
