Lü Yi
According to a report by Ban Yue Tan, records from a grassroots education bureau in Southwest China reveal that from January to August of this year, the bureau received 128 reports concerning teachers. Upon investigation, only 7 of these reports were found to have any merit. This stark contrast in numbers has raised societal concerns regarding the potential for exaggerated or false reporting.
The reasons behind these reports are varied and often trivial. Complaints range from teachers assigning “too much” or “too little” homework, to being too lenient or too strict with students. Other grievances include delayed responses, eating takeout in front of students, or inadequate classroom management. Some reports were even based on a student misplacing an eraser. While parents and students certainly have the right to monitor teachers’ professional conduct, frequently reporting issues that are not related to illegal or unethical behavior represents a misuse of this right, undermining the collaborative nature of education.
On the surface, it may appear that parents and students are safeguarding their rights, but if this becomes a widespread practice, it can lead to numerous detrimental effects. First, many frontline teachers are left emotionally and mentally drained, with some suffering significant psychological trauma. Second, frequent reporting disrupts the quality and order of teaching, ultimately harming the educational ecosystem and hindering healthy educational development. Finally, schools are compelled to respond or address all reports, even those that are clearly unfounded or absurd, wasting precious administrative resources. This striking ratio of 128 to 7 highlights the struggles faced by teachers and underscores the urgent need to address the issue of false reports.
One major factor contributing to the prevalence of false reports is the low cost of making such claims. Investigations have shown that parents and students mainly report teachers through municipal hotlines, educational administrative departments, or school complaint hotlines, as well as by leaving messages on government service platforms. Importantly, there are often no repercussions for those whose claims are found to be untrue. The current educational landscape has seen escalating tensions between home and school, frequently reported in the media, reflecting a lack of communication and trust between parents and teachers. In some cases, poor responses from schools have compounded these issues, leading to an environment where reporting becomes inflated and arbitrary. If neglected, this pattern of “reporting—stigmatizing—reporting” risks becoming a vicious cycle that ultimately harms students, teachers, and the educational system as a whole.
To truly support the teaching profession, it is crucial to address both the symptoms and root causes of this issue by standing behind teachers and preventing the spread of false reports. In August of last year, the Ministry of Education held a press conference emphasizing the need to promptly clarify and publicly rectify any false reports against teachers. They also condemned malicious acts that distort the truth and defame teachers for attention, asserting the need to protect teachers’ legitimate rights.
On one hand, establishing a trusted and equal communication mechanism between parents and schools is essential, ensuring open channels for internal oversight to prevent imbalances caused by one-sided communication. On the other hand, it is vital to increase the costs associated with frivolous and false reporting, ensuring that such actions have consequences. Additionally, mechanisms for error correction and public clarification must be improved to protect teachers’ rights and encourage their educational commitment.
For the long-term development of education, the foundation lies in its teachers. Only through concrete actions and genuine support can we foster trust and warmth towards the teaching profession, ultimately enabling educators to fully dedicate themselves to their mission and drive the high-quality development of our educational system.
