In our current society, innocence is something that is presumed— a right that allows the accused a fair trial no matter the circumstance. However, high school students may not always be afforded this same luxury. 

Oftentimes, after an accusation–either from staff or other students– students are generally assumed to be guilty without being asked their perspective. Although this does not encompass all staff, everyone should refrain from automatically judging accused students before evidence is presented.

While unintentional, teachers may hold some bias toward certain students, leading them to make unjust rulings. “Good students,” who teachers perceive as smart and honest, are less likely to be accused by teachers than  “bad students,” who lack the characteristics that teachers may admire. 

And such occurrences come into fruition in even small disputes in the classroom. For example, I once witnessed a teacher accuse one of their students of neglecting to pick up books that the teacher assumed they had knocked down. While this student did not actually knock down the books, the teacher still decided to punish the student, without any hard evidence of their guilt. 

Though this is only one small example of such bias, it outlines how schools often look to past history instead of present situations when looking for suspects. This stereotype that “bad students” are more likely to compromise academic integrity is hurtful and makes them feel untrusted in an environment that is meant to support them. After all, it’s hard to see a point in trying to succeed and improve, when teachers are suspicious of any improvements, even when hard-earned.

Before making baseless accusations, teachers need to stop and consider whether there is any legitimacy behind it. GLCs are not exempt from this; Since they are one of the first people contacted after an accusation is made, they also need to have some trust in students, believing them, rather than blaming them. 

While it is important to validate students, students do not want to get in trouble, ultimately leading them to lie when confronted by their teachers and GLCs. However, there are ways to confront students without seeming to have already decided their guilt. By asking their story and being completely attentive and compassionate throughout, without interruptions, staff can create a safer environment for students.

If staff  neglect to create a safe environment, innocent students may be forced to prove their innocence when they are not guilty in the first place. If schools are to prepare students for the real world, they should operate like the real world by giving students the opportunity to explain themselves before making any jurisdictional decisions.

As a teacher or GLC, decisions about a student’s academic integrity are often made quickly, resulting in very little time to investigate a situation. However, there is a fine line between upholding academic integrity and accusing students with no evidence. 

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