Schools in Crisis: The Rise of Violence and the Exodus of Teachers

Across Australia—and globally—schools are facing a mounting crisis. Teachers are walking away from the profession in droves, not because they no longer care, but because they are emotionally depleted, physically unsafe, and professionally unsupported. At the heart of this crisis is a disturbing rise in violence within school settings and a shifting societal expectation that schools, and schools alone, must manage the fallout of a generation raised without boundaries, regulation, or clear behavioural expectations.

This issue is not simply about classroom management. It is a system-wide challenge that requires urgent and bold responses—especially from school leadership. Without clear, consistent school cultures and strong leadership, the violence in our schools will continue to escalate, and more teachers will choose to leave a profession they once loved.

Violence in Schools: The Unspoken Reality

In many schools today, violence is no longer the rare outburst—it’s a daily occurrence. Teachers report being sworn at, threatened, and physically assaulted by students as young as five. These incidents are not isolated to secondary campuses; they are increasingly present in primary settings too. Behind classroom doors, teachers face chairs being thrown, verbal abuse that cuts deep, and emotional stress that doesn’t switch off at 3:00 p.m.

These aren’t just “bad kids.” Often, these are children who simply don’t know how to function in a group setting. Why would they? Many have been handed screens at infancy, growing up in a virtual world long before they develop real-world relational skills. From the age of one, they’ve been pacified with smartphones in prams; by eight, they are consuming violent video games where the currency is domination, power, and destruction. The average child enters the school system lacking the fundamental tools for self-regulation, social interaction, and respectful engagement.

Leadership Must Step Up

In the face of this complexity, school leadership must not retreat behind policies and paperwork. It must be visible, bold, and relational.

Strong leadership, like that demonstrated by Principal Lamb in the United States, changes everything. This leader is present in classrooms, visible in playgrounds, and vocal in backing their staff. Teachers under this leadership model report feeling protected, respected, and empowered to do their jobs. When violent behaviours occur, there is no hesitation to remove the child from the environment—not to punish, but to protect the learning of the other 24 children and the safety of the teacher.

Too often, teachers are left to manage violent outbursts alone, tiptoeing around extreme behaviours under the misguided belief that diagnosis—be it ADHD, ASD, or trauma—means violent behaviour must be accepted or accommodated. This is dangerous. It sends a message that some children are exempt from social norms, while others are forced to absorb the consequences. Inclusion must never mean sacrificing safety.

A child’s diagnosis explains behaviour—it does not excuse it. We must still teach expectations, draw boundaries, and provide consequences in developmentally appropriate and compassionate ways.

School Culture Cannot Be Assumed

We can no longer assume that students know how to behave at school. The home environment, once a strong partner in socialisation, is often overwhelmed or absent. Many parents are doing their best—but without the tools, knowledge, or confidence to parent with boundaries.

For many children, school is the first time they hear the word “no.” And that simple boundary, especially when enforced consistently, can lead to meltdown. Not because the teacher is wrong, but because the child has never developed the emotional muscles to handle disappointment, wait their turn, or consider another perspective.

This is why school culture matters more than ever. A consistent, clear, and values-based culture is essential. Every student should know what is expected of them, no matter which classroom they enter. Behavioural expectations must be whole-school, not teacher-specific. If Mrs. Jones doesn’t allow hitting but Mr. Smith “understands because they had a rough morning,” children quickly learn that rules are optional and teachers are powerless.

Culture must be taught, not assumed. Schools must build this culture explicitly, just as they teach literacy and numeracy. Students need to practise social skills, learn how to disagree respectfully, and be reminded daily of what it means to be a decent human being.

Programs Alone Are Not Enough

In recent years, many schools have adopted well-being programs such as The Zones of Regulation, Friendology, and Play Is the Way. These tools are valuable. They help children name and understand their feelings, build friendships, and develop empathy. But they are not silver bullets.

Labelling that a child is in the “blue zone” is helpful. Offering a calming space like a classroom teepee is lovely. But these tools, without consistent adult modelling, behavioural accountability, and relational boundaries, will not stop the rise of violence in classrooms.

We must move beyond soft responses that do not disrupt unsafe behaviour. A quiet corner doesn’t de-escalate every child. Some children need firm, consistent boundaries and time away from the group to process and reset. Not in punishment—but in restoration.

Parents Are Crying Out for Help

In the last decade, a growing number of parents have approached schools crying out for help. They know something is wrong but feel powerless. They describe their children as anxious, angry, overwhelmed, or unmotivated. But often, they don’t know what to do.

Parenting in today’s world is tough. Social media bombards families with conflicting advice. There is fear around saying “no,” worry about damaging self-esteem, or guilt from working long hours. Many parents grew up without strong role models themselves, and the cycle continues.

Schools can play a vital role here—if resourced and supported to do so. Parent education, community partnerships, and co-regulation models can help bridge the gap. But again, schools cannot do this alone. Leadership must ensure time, funding, and training are allocated to build these bridges with families.

We Are Losing Good Teachers

At the centre of all this are the teachers—those who stay late, give endlessly, and still go home crying because they can’t do enough. Many of these educators are now leaving the profession, not because they don’t care—but because they care too much, and the toll has become unbearable.

The loss of experienced, passionate teachers will be the costliest impact of all. No system can flourish when its workforce is eroded. When a good teacher walks away, it is not just a vacancy. It is the loss of a mentor, a connector, a safe adult, and a difference-maker for hundreds of children.

Teachers are not quitting because of content. They’re quitting because of culture. They are tired of being unsupported, of being expected to manage impossible behaviour without backup, and of being blamed when things go wrong.

A Call to Action

So, what must we do?

1. Strengthen Leadership: Leaders must be visible, proactive, and unrelenting in their support of staff. Violence must be addressed head-on, not brushed aside.

2. Rebuild Culture: School-wide consistency around behaviour is non-negotiable. All students must know the expectations, and all staff must be united in enforcing them.

3. Support Parents: Schools need resourced partnerships with families to build common ground, educate about boundaries, and offer practical tools.

4. Balance Compassion with Accountability: Diagnoses must inform support, not excuse harm. All students deserve safe learning spaces.

5. Invest in Teacher Wellbeing: Protect teachers. Back them. Train them. Restore their sense of agency and pride.

Conclusion

Violence in schools is not a school problem. It is a society problem. But schools have become the place where this crisis is most visible—and where its impact is most devastating. If we are to reverse the teacher exodus and reclaim schools as safe, thriving learning environments, we must take urgent and bold steps.

Leadership must be brave. Culture must be deliberate. And teachers—our most precious resource—must be supported, not sacrificed.

The future of education depends on it.