Long, long ago in a land far away (actually it was in the 1970s at Kent State University), I sat in a sociology classroom and heard a professor explain the "broken window theory." For whatever reason, I understood that concept, but it was not until I began teaching that I clearly appreciated the message behind the thought. Given today's uncertain times within schools and the disturbing trend of shootings, I am reminded of the power of a broken window.
Please allow me to explain: The "broken window theory" essentially capsulizes why communities deteriorate. In neighborhoods that are declining, abandoned structures begin to appear. At first, they are merely empty. In time, however, frustration and despair often enter the picture and soon thereafter, locals--whether for fun or for sheer vandalism--break a window, and, quickly, more windows are shattered, leaving once abandoned buildings/homes to become true eyesores. In time, graffiti may be painted on the walls, weeds sprout, and ultimately the surrounding areas begin to also sink into disrepair. Before long, the deterioration continues, oftentimes encompassing sites in proximity to the buildings/homes. Soon, a truly dilapidated neighborhood appears . . . and it all begins with a broken window.
A theorist I am not, but I am one who analyzes by making causal links. If a dramatic effect occurs (such as a school shooting), my belief is that one cause is too simple to blame. Rather, the causes so frequently can be traced to a series of linked patterns, beginning with something--using my previous explanation--as simple as a broken window. No argument, of course, is remotely persuasive unless logic can be provided to support it. This is where my observations begin to surface.
Within a school, regulations are set to protect the whole as well as the individual. Often, of course, modifications need to be made to change with the times and also with unique situations. However, I repeat that the rules are set to benefit the whole. For example, schools were mostly united by a dress code, one that controlled how kids dressed, how they presented themselves on a daily basis, and how they represented the school's values. At the same time, teachers/administrators were expected to maintain a professional appearance that indicated they were the leaders and were to be treated as such. In time, however, student dress codes began to be modified, "changing with the times," if you will. T-shirts with potentially offensive material, pants with holes, shoes/sandals not made for walking stairways, shorts, yoga pants, and facial hair on males all began to appear as well as hair colors and styles deemed popular. Before long, schools found themselves on the defensive; when the dress code was enforced, the barrage of parental complaints began to surface, and organized resistance sometimes became a factor. So, because taxpayers at public schools--in a financial sense--hold the trump card, school administrators and school board members began to feel the pinch and, subsequently, digging in and taking a stand became a not-so-popular approach resulting in the dress code dying a slow death. At the same time, teachers began to sense the relaxed standards and also began "dressing down," switching from shirts/ties to golf shirts and occasional jeans, supporting their stance by saying "how I dress has no impact on kids' learning." Additionally, teachers began realizing that administrators were facing an uphill battle, so those teachers frequently became quite lax in enforcing the students' dress code rules. The window had been broken. When more serious issues arose, the links could often be traced to a gradual reduction in accountability.
I could go on, but my sense is that my first point is understood. The old adage of "give 'em an inch and they'll take a mile" can easily be applied, but my belief is that when we as leaders and parents surrender, we make a situation tolerable in the short run but often quite troublesome in the long run. The links begin to add and often multiply. Certainly, I am not naïve about rules occasionally being bent and our remaining stuck in the 1960s--please remember that I was a part of raising two daughters and I have taught for many years, so I have a basic understanding of the challenges of living in an ever-changing world. However, when tragedy occurs, we look for reasons. From my seat, the reasons are usually clearly linked even though we frequently do not want to hear those explanations.
Last week following the dreaded Parkland, Florida, shootings, I altered my class plans for Friday and explained to my English 102 students at Walsh University that I wanted to hear their voices concerning what was happening in our society that would lead to such a tragedy. For the most part, my students were quite open and frank in their words. What I heard was this:
*Video games are extremely destructive to young minds; when exposed to the common theme of violence and killing, the mind becomes numb to their reality. Allowing kids to be babysat by video games and television is a pattern that ultimately can lead to negative consequences.
*Parents' attempts to become friends with their kids frequently result in just the opposite; kids see that friendship as a means to get away with practically anything they want.
*Our society is slowly being overrun by feelings of hate and disrespect, being fueled by our country's President and his subtle/not-so-subtle putdowns of others.
*Social media's role is all-encompassing; the opportunity to cyberbully appears to have no bounds.
*Parents' working and social lives often leave sparse time for parents-teenagers to interact.
*We are often afraid to report what we see or hear because of retaliation fear.
In a nutshell, that is what I heard . . . none of it was new or surprising to me. However, when I asked if any of the foregoing had applied to their upbringing, not a hand was raised . . . and that is my major point: We frequently do not see any faults in ourselves or in our upbringing . . .it's always someone or something else. Please do not interpret my words today as being critical of all parents and situations--of course that is not my belief. My contention, though, is that we often fail to see what serious impacts can result when we fail to acknowledge the broken window that can serve as a link to further negatives.
If I were a betting man, I would guess that most employers, teachers, coaches, and police officers would argue that being unaccountable for an individual's actions is one of the central issues that they see on a daily basis. "Being late to work was not my fault, making an errant pass was not my fault, back talking was not my fault because so-and-so deserved it," . . . the list could go on. As adults, we hold the cards; we dictate what is permitted and what is inexcusable. Starting at a young age, kids learn their parameters; if the parameters get consistently stretched, then the original rules no longer apply. Before long, the previously existing guardrails are thrown aside, frequently resulting in devastating consequences. Specifically, accountability for our actions suffers--particularly with children--culminating in a sense of entitlement: "I've gotten away with it before, so I expect to do so again!"
So, why are we shocked when tragedy strikes within a school? We can easily blame the lack of gun controls in our society, but with slight exception, I see that merely as a talking point. The reason can often--not always--be traced to what the shooter experienced growing up. As stated, my contention is that we as adults, teachers, parents, and coaches periodically fail to consistently fight the battle that needs to be fought with our kids. Perhaps the reason is because we grow tired of doing so, but the responsibilities of parenting and teaching are so vast; in truth, our parental lives often pass before us without our even realizing that our self-satisfaction has been put on hold for many years. When we accept the role of parenting and leading children, we must also accept the duties that go with it--and sometimes that means we are not overly popular with our kids--whether we like it or not.
Yes, I am so disturbed by the increasing violence within schools; more succinctly, I am pissed. So many kids are lonely, abandoned, helpless, misguided, and the question is obviously "Why?" Think of the broken window . . . if we as adults choose to ignore subtle signs (links), we should not be shocked when tragedies occur. We live in a volatile society, one that in many ways is being fueled by hatred toward others or ourselves. Before we look at what is to be done regarding gun regulations, metal detectors, and arming teachers, perhaps we should look at ourselves, our demeanors, and our unspoken messages . . . maybe we will find a revealing answer.
The broken window can lead to gradual destruction and erosion . . . so can our refusal to conduct ourselves as responsible adults.
*Comments may be forwarded to mag.gunther@gmail.com
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