by Andrea Vakana
Linguist, actress
Language specialist

In today’s schools, it has become increasingly apparent which children are growing up with a foundation of respect and solidarity and which are not, often due to circumstances beyond their control. Yet, no law, written or unwritten, obliges teachers to tolerate disrespectful or aggressive behaviour under the pretext of teenage turmoil, especially when such behaviour may not even stem from adolescence itself.

Communication lies at the heart of all human relationships. It is often misunderstood, oversimplified, and, in educational settings, heavily misused to shift responsibility onto educators. Many problematic behaviours seen in classrooms are rooted in the home, shaped long before a child ever steps into school. It’s time to acknowledge this truth: families must take responsibility for the role they play in shaping a child’s behaviour, not by blaming the child, but by reassessing the environment and the treatment the child receives at home. Children, particularly in their early years, lack control over their lives and daily routines. They are still forming their character and reasoning. Expecting them to be solely responsible for their actions without considering their background is both unrealistic and unfair.

There is a significant difference between a child who reacts by shouting and one who articulates their feelings calmly. A person who isn’t violent doesn’t easily become one. Likewise, someone raised with kindness and respect doesn’t suddenly turn hostile. Aggression often stems from deeper, unaddressed emotional issues. Which child is more likely to lash out? Τhe one taught to respect others, or the one raised in an environment where mistrust, emotional neglect, or self-esteem issues were the norm?

Comparison is another silent aggressor. It’s a persistent “virus” embedded in all forms of communication, one that undermines individuality and drives wedges between people instead of fostering understanding. Communication is not a passive act. It is energy, it is expression, and it demands emotional intelligence and intention. True communication isn’t a mere ten-second exchange. It means coexisting, expressing one’s inner world, and aiming for mutual understanding. It is expressed through words, gestures, tone, and presence. Upon reflecting on our daily interactions, we can identify these patterns, along with many other facets of communication in action.

Educators are not meant to raise other people’s children. They are not security personnel, disciplinarians, or emotional stabilizers for issues that originate outside the classroom. Their primary responsibility is academic. Through education, they can inspire, uplift, and humanize, provided that a solid foundation has already been laid in the home environment.

Teachers build upon existing foundations; they are not responsible for creating them from scratch. They should not be expected to mend what others refuse to fix, nor glue together the shattered pieces that someone else breaks, again and again. It’s convenient to say that teachers shape the minds and characters of future generations. But in what domains, precisely? Society must recognize that teachers are not the raw material. They are the shapers, not the bricks. If we want to advance education meaningfully, this understanding must be foundational.

Category: Linguistics