Let’s make 2020 a year of working on solutions and responses

 

For those of us who are committed to making human dignity a framing characteristic of modern society, let’s make 2020 a year of working on solutions and responses.

Over the years, I’ve witnessed an unsurprising but nonetheless troubling trend about traffic to this blog. On balance, pieces that discuss the hurt, pain, and injustice of workplace bullying, mobbing, and harassment get higher readership stats than those that discuss systemic solutions, law reform, and possible paths toward individual healing & recovery.

This appears to be a twist on internet clickbait patterns generally, whereby online readers are drawn to negative topics that validate and fuel outrage. Let’s face it: Sometimes we’re more likely to curse the darkness than to light a candle. Especially if you’ve been a target of workplace abuse, it’s perfectly natural to react in such a manner.

But lighting that candle towards effective solutions and responses must be our primary objective. And therein lies the hard work before us. In terms of what that means, I can speak only for myself.

Of course, I remain steadfastly committed to enacting the anti-bullying Healthy Workplace Bill. As I wrote earlier this year (link here), we’re on a gradual but inevitable march toward enacting workplace anti-bullying laws in the U.S. It’s taking a long time to do this, particularly in the face of corporate opposition, but we are making genuine progress.

Overall, I’ll be continuing work on several fronts that encourages our legal systems, places of employment, and other political and civic institutions to embrace human dignity as a primary framing value. I will be emphasizing this theme as part of my service on three non-profit boards, in particular: The International Society for Therapeutic Jurisprudence, Human Dignity and Humiliation Studies, and Americans for Democratic Education Fund.

I’m also excited about a new course I’m offering at my law school during the coming semester. It’s called the Law and Psychology Lab, and it will incorporate heavy doses of therapeutic jurisprudence, encouraging law students to examine how laws can support psychologically healthy outcomes in legal disputes and transactions. In addition to developing projects on topics of individual interest, the students will work on a larger, co-created group project with a specific theme, which for this initial offering will be bullying, abuse, and trauma along the lifespan. We will be making some of the results of our work publicly available.

Here’s to a 2020 full of positive change. Let’s all be a part of it.

A workshop as annual ritual

The annual group shot, here honoring a request to ham it up a bit. (Photo: Anna Strout)

For over a decade, the annual December workshop of Human Dignity and Humiliation Studies (HDHS) has become an increasingly significant event in my life. HDHS is a global, transdisciplinary network of scholars, practitioners, artists, and students dedicated to advancing human dignity and reducing humiliation in our society. The two-day workshop occurs each year at Teachers College of Columbia University in New York City, attracting dozens of people from across the country and around the world. I have written about this workshop regularly on this blog, and for good reason: It is one of the most welcomed gatherings of the year for me.

Last week, the workshop beckoned again, and I hopped on an Amtrak train from Boston to New York. My participation would begin with a Wednesday board of directors meeting. In recent years, I have become more deeply involved with HDHS. Service on the board is now one manifestation of that closer engagement. The board meeting also serves as a nice lead-in to the workshop.

In a marvelous little book titled Rituals For Beginners (2016), author Richard Webster defines a ritual as “an action, or series of actions, performed in a prearranged, prescribed manner.” He adds that rituals help us to appreciate life. Most of them “involve an element of gratitude” for experiences that we might otherwise take for granted. 

Well, last Thursday morning, as I exited the subway stop at Columbia’s campus and walked up Broadway toward Teachers College for a Day 1 of the workshop, I had an epiphany: This is no longer “just” an annual event for me. Rather, it has become a meaningful ritual, a renewing, educational, and connective experience with friends old and new. While each year’s workshop provides plenty of variety, its essential format and timing provide a reassuring continuity, in the company of a pretty amazing group of people.

Here’s a brief rundown of my experience of the workshop:

Approaching the halls of Columbia University Teachers College (photo: DY)

With a breakfast sandwich and coffee from a nearby food truck in hand, I walk over to venerable Teachers College, whose International Center for Cooperation and Conflict Resolution graciously hosts this gathering. Founded in 1887, Teachers College was the nation’s first full-fledged graduate school of education. It has since branched out into offerings on health, psychology, and conflict resolution. Its buildings aren’t shiny new digs, but rather older, unpretentious structures that speak of tradition and history. Those surroundings add to the ritual element of the experience.

Linda Hartling and Evelin Lindner open the workshop (photo: Anna Strout)

Our workshop opens with a warm welcome from two individuals who are at the center of HDHS, Linda Hartling (director) and Evelin Lindner (founder and president). Evelin is a social scientist and writer, trained in both medicine and psychology. She travels the world doing workshops, giving lectures, and supporting the work of other change agents. Linda is a clinical psychologist and authority on relational-cultural theory. I frequently cite her brilliant paper, co-authored with Elizabeth Sparks (link here), describing organizational cultures in a relational context.

A pre-planned dignilogue in action (photo: Anna Strout)

The closest things we have to formal panel discussions are “pre-planned dignilogues,” which allow speakers to briskly (as in seven minutes each!) describe a project, publication, or initiative they’re working on, followed by Q&A. Pictured above, criminal justice professor Tony Gaskew (U. of Pittsburgh) is describing his “Life Support” project for individuals in Pennsylvania who have been sentenced to life in prison for crimes committed as juveniles.

I used my dignilogue talk to describe a new course that I’ll be teaching at Suffolk University Law School next semester, a “Law and Psychology Lab” that offers students opportunities to do practical projects applying psychological insights to law and public policy. 

A co-created dignilogue on improvisation and movement (photo: DY)

Our workshop also features “co-created dignilogues,” i.e., extended group discussions and presentations on topics developed each day by workshop participants. In the photo above, Beth Boynton, a nurse and medical improv instructor, is helping to facilitate a co-created dignilogue performance on improvisation and movement.

The gift of music from students at P.S. 10 in Brooklyn (photo: Anna Strout)

One of our Thursday evening traditions has been a musical performance by students from P.S. 10 in Brooklyn, led by their devoted music director, Fred Ellis, who happens to be a notable singer, musician, and song writer in his own right. Here are the kids doing one of their numbers, with Fred on the guitar.

Reporting on the HDHS conference in Brazil (photo: Anna Strout)

In addition to organizing the annual NYC workshop, every year HDHS holds a conference outside of the United States, typically in a country facing compelling social and political issues. This year’s conference was in Brazil, and it turned into something of a roving caravan in the Amazon. In the photo above, Gabriela Saab, a human rights and international law scholar and the newest member of the HDHS board, is sharing stories of her Amazon experience. (Go here for more.)

Michael Britton presents the annual Donald Klein lecture (photo: Anna Strout)

Psychologist Michael Britton is the presenter of the annual Donald Klein Memorial Lecture. Each year, Michael delivers a masterful, wise, and deeply humane talk about the state of the world, using an integrated perspective. This year, he focused on global warming and climate change and our roles in responding to it. It was the most cogent, holistic assessment of the topic that I’ve heard yet. (To watch the 43-minute lecture, go here. It will be time well spent.)

Claudia Cohen accepting her HDHS award (photo: DY)

Every year, HDHS presents a member of this community with its lifetime achievement award. This year’s deserving awardee was Claudia Cohen, a longtime HDHS workshop contributor. Claudia recently retired from a distinguished career at Teachers College, where she focused on organizational cultures and conflict resolution, and she is now doing anti-racism work in her home state of New Jersey.

Special guest Bill Baird (photo: Anna Strout)

On occasion, we are blessed with cameo appearances by noteworthy people. This year’s surprise guest was Bill Baird, often touted as the father of the reproductive rights movement. His pioneering advocacy work includes three victories before the U.S. Supreme Court. He’s pictured above with Evelin Lindner.

Good friends reconnecting (photo: DY)

The workshop serves as a reunion for old friends and an opportunity to make new friends for everyone. Pictured above, Linda Hartling and Bhante Chipamong Chowdhury, a Buddhist activist/monk and HDHS board member, share a moment. These impromptu conversations occur throughout the workshop and fuel both fellowship and future collaborations. 

I am grateful for the many treasured connections I have made through this workshop over the years. For those who are regular participants, these ties build and strengthen. We may also keep in touch through emails, social media, and occasional face-to-face get togethers during the rest of the year, but it’s this December workshop that brings us together in the most meaningful way. 

Our closing circle, with some singing to conclude our time together (photo: Anna Strout)

In recent years, we’ve been closing the workshop with music as well. Above, I’m helping to lead our group in singing “What a Wonderful World,” which has become something of a tradition. Infusing the workshop with more music and singing helps to counterbalance the difficult subjects that are often the focus of our discussions.

In both direct and indirect ways, the HDHS workshop supports the work I do on workplace bullying and mobbing. Overall, the event reaffirms the critical importance of advancing human dignity in our society. It is deeply instructive and inspiring to hear others talk about their work in addressing abuse, mistreatment, and injustice in so many other settings. In addition, I have frequently discussed my workplace anti-bullying initiatives and found that topic to be very well received. It is validating to me that folks who are doing such important work in their own realms understand the significance of workplace abuse. On occasion, I’m able to share more of my work with fellow participants who are experiencing difficult work situations in their own lives.

Even I can be a work of art! (photo: Anna Strout)

And if you’ll excuse a personal indulgence, we’re now adding some art to the mix as well! Anna Strout, our devoted photographer and a gifted educator, activist, and artist, masterminded a project of trace drawings from photographs she took during the workshop. Here I am posing with her drawing of me!

So, this is a snapshot of what this workshop has come to mean for me. Such is the good power of this gathering that each year, I return to Boston reinvigorated for the work that I get to do. Rituals delivering that kind of energetic renewal are very special indeed. 

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Want to learn more? You may go here for a closer look at our 2019 workshop agenda. You also may go here to access videos of workshop events.

“How can I make a living doing workplace anti-bullying work?”

Webpage for Workplace Bullying University training program, facilitated by Dr. Gary Namie

Over the past few months, I’ve had several conversations and exchanges with folks about options for making a living doing workplace anti-bullying work. My upshot? One should look to incorporate workplace bullying and mobbing projects and initiatives into an existing work portfolio, in a compatible vocation. Otherwise, it is more realistic to be doing anti-bullying work as a meaningful part-time avocation.

In essence, creating work opportunities in this realm requires two major elements: (1) a relevant vocation; and (2) specialized knowledge.

Vocation

The first key piece involves pursuing a vocation relevant to addressing workplace bullying and mobbing. My short list includes:

  • Mental health professionals, including licensed counselors, social workers, clinical psychologists, and psychiatrists;
  • Human resources and employee assistance professionals;
  • Labor union leaders and officials; 
  • Personal coaches and organizational consultants;
  • Lawyers (both plaintiff and defense) and dispute/conflict resolution specialists and ombudspersons; and,
  • Higher education faculty in pertinent fields of teaching and research.

My work as a law professor may be somewhat illustrative. I have concentrated my teaching in the employment and labor law field, and now I’m adding courses in law & psychology to the mix. I include some coverage of the legal implications of workplace bullying in these courses, but I don’t have time in a given course to make it a primary focal point. However, I’ve also made workplace bullying the leading focus of my scholarship, which, in turn, has led to the drafting of the Healthy Workplace Bill and related public education initiatives such as this blog. In this manner, at least part of my living has been made doing anti-bullying work. Other aspects of this work are more of a volunteer nature.

In terms of legal practice, generic workplace bullying unrelated to discriminatory behaviors or retaliation for whistleblowing remains largely legal in the U.S. This obviously limits how much time attorneys can devote to bullying-related cases. Consequently, I don’t know of any attorney who specializes in workplace bullying claims, although some lawyers pursue cases with elements of bullying behaviors, so long as they can find sufficient legal hooks, such as discriminatory intent.

Mental health and psychology currently offer more promise for sustainable work concerning workplace bullying and mobbing. There remains a crying need for mental health professionals who are both familiar with the dynamics of workplace bullying and trained in treating psychological trauma. Organizational psychologists can also include workplace bullying in their work for employers.

Specialized knowledge

The second key piece is developing a deep well of specialized knowledge about workplace bullying, mobbing, and abuse. A wealth of research and expert commentary is now available for those who want to teach themselves about these topics. To help folks get started, I’ve compiled an updated recommended book list (link here) and worked with the American Psychological Association to create a resource page (link here).

In addition, I highly recommend attending an intensive program of training and education about workplace bullying. Workplace Bullying University (link here), a three-day workshop facilitated by Dr. Gary Namie of the Workplace Bullying Institute, offers an immersive, thorough, and interactive training program for professionals who seek graduate-level knowledge and insights. It is a pricey but worthy investment for those who want to devote a significant part of their professional practices to combating workplace bullying. (Go here for my write-up on a special edition of Workplace Bullying University last spring.)

In Canada, social worker and therapist Linda Crockett offers training programs on workplace bullying through her Alberta Bullying Resource Centre (link here), including programs specially developed for mental health providers. I interviewed Linda for this blog back in September (link here), during which she explained more about her work and services.

To this I must add another important note. In terms of gaining a knowledge base, it is not enough to have been a target of workplace abuse. As terrible as that experience was, a person’s own familiarity with it does not provide a sufficient grounding in what workplace bullying and mobbing are all about. Furthermore, a formal training program can help a target gauge whether they are ready to move into a helping or service mode concerning work abuse. If they are not ready, they can do harm to themselves and to others.

Additional thoughts on coaching

Coaching is a field in which seemingly anyone can hang out a shingle (nowadays, often in virtual fashion) and claim professional status. Various coach training programs and certification processes are completely optional endeavors.

Nevertheless, for those who wish to do coaching for targets of work abuse, relevant professional training is strongly urged. Several years ago I took a year-long leadership coaching course through the Institute for Professional Excellence in Coaching (link here). I highly recommend it for anyone who wants to do personal coaching for bullying and mobbing targets. In fact, after going through this intensive training course (which includes both learning and practicing coaching techniques), I cannot imagine referring anyone to a coach who has not completed such a program.

***

We need more trained, dedicated, and knowledgeable individuals in fields relevant to employment relations and mental health to help prevent and respond to workplace bullying and mobbing. I hope this information is helpful to those who are contemplating possibilities for doing work in this field.

In praise of the liberal arts: Leadership training is fine, but more importantly, we need more educated leaders

(graphic courtesy of publicdomainvectors.org)

Lots of management degree programs, professional seminars, and personal coaching services offer instruction and guidance in leadership training and development. That’s all fine and good, but what we really need is the nurturing of better, wiser, more ethical leaders.

One way is to invite study, dialogue, and reflection grounded in the liberal arts: Yup, stuff like history, philosophy, psychology, theology (even for non-believers), sociology, art, political science, literature, anthropology, you name it. These academic disciplines are in decline in our colleges and universities, as higher ed institutions rush to market themselves as career builders whose graduates can “hit the ground running” in today’s fast-paced, tech-friendly workplaces.

Let’s first dispense with the silly imagery of hitting the ground running, which is advisable only if you’re a trained paratrooper in the military. Instead, let’s take a deeper dive into what kind of learning helps us to become more effective, thoughtful, and moral individuals participating in a complex society. The liberal arts equip us with knowledge, concepts, and modes of thinking helpful toward that end. They may also help to make us wiser and more empathetic.

Doubt my words? Just search “liberal arts and leadership,” and you’ll get plenty of endorsements.

Am I suggesting that we ignore teaching folks how to run an organization, invent software, or create something? Absolutely not. However, technical and management skills helpful towards being successful in a profession or vocation should be informed by core values and ethics, along with an understanding of our historical, societal, and individual development.

Nor does this mean that everyone should go or return to college and major in philosophy or political science, though I can think of worse things to do. There are plenty of ways to learn about the liberal arts. And, in fact, such a course of study may be more meaningful as one gets older. Life experience can deeply inform our appreciation of the liberal arts, and vice versa.

If, like me, you’re an adult who prefers to learn independently, then here are some possible starting places, in no particular order. Longtime readers of this blog may recognize some of them:

  • Leading Lives That Matter: What We Should Do and Who We Should Be (2006), edited by Mark R. Schwehn and Dorothy C. Bass, is an anthology of readings in the liberal arts tradition, designed for undergraduates, and with a special emphasis on the question of vocation. I guarantee that many of the selections carry greater resonance with adults who have been around the block a few times than with the typical 19-year-old.
  • The works of Charles D. Hayes, a homegrown philosopher and former oilman, Texas police officer, and Marine, are a tribute to the power of liberal arts learning. You can discover his books by going to this link. For starters, I especially recommend two of his earlier books, The Rapture of Maturity: A Legacy of Lifelong Learning (2004) (non-fiction), and Portals in a Northern Sky (2003) (fiction).
  • Two of the leading online continuing education providers, Coursera (link here) and EdX (link here), offer numerous liberal arts courses taught by professors from around the world, either free or for a nominal course fee.
  • The Great Courses (link here) offers lectures on many topics by leading professors, in multiple formats, including a subscription streaming service that provides access to hundreds of courses for a fraction of what you’d pay to own them.
  • Open Culture (link here) is a great portal for discovering free learning resources, including plenty in the liberal arts.
  • Literary Hub (link here) is an excellent site for learning about books and culture, especially modern literature.
  • Especially if you’re on a tight budget (and even if you’re not), check out your public library. You’ll find books, periodicals, films, and other resources galore, all for free.

These resources just scratch the surface. If you want to enrich your worldview and become a better leader by studying the liberal arts, then a world of learning awaits you.

Applying Psychological First Aid to workplace bullying and mobbing

Is Psychological First Aid a useful tool for coaches, union representatives, employee assistance program specialists, lawyers and legal workers, peer group facilitators, and others who are providing support to those who have experienced workplace bullying and mobbing?

I recently completed an online, continuing education course in Psychological First Aid (PFA) (link here), offered by Johns Hopkins University via Coursera, one of the most popular providers of open enrollment, university-level online courses . The Johns Hopkins course is taught by psychiatry and behavioral sciences professor George Everly, a leading authority on PFA and co-author, with Jeffrey Lating, of The Johns Hopkins Guide to Psychological First Aid (2017). The course itself takes about 8-10 hours to complete, ideally over a span of a few weeks. The course itself is free of charge, with an added fee for a certificate of completion.

Dr. Everly developed his PFA model to provide first responders who are not trained as counselors with knowledge and training to assist those who have experienced traumatic events, such as displacement due to wars, severe weather events, and other man-made and natural disasters. His model is called “RAPID PFA.” Here are the sequential steps covered in the course:

  • R — “Establishing Rapport and Reflective Listening”
  • A — “Assessment/Listening to the Story
  • P — “Psychological Triage/Prioritization
  • I — “Intervention Tactics to Stabilize and Mitigate Acute Distress”
  • D — “Disposition and Facilitating Access to Continued Care”

The final piece of the course relates to the importance of self-care for those providing PFA.

At no time does PFA call upon someone to render a clinical diagnosis. (That would be wrong on so many levels!) Rather, PFA is designed to help non-clinical individuals facilitate emotional and practical support for those who have experienced traumatic events. This may include, when necessary, referrals to professional mental health and medical care, as well as other tangible forms of assistance.

PFA for workplace bullying and mobbing?

I’ve given a lot of thought as to how Dr. Everly’s RAPID PFA model can be deployed to help those who have experienced severe work abuse. I think it’s a very helpful model for non-clinical folks who are providing support to targets of workplace bullying and mobbing. RAPID PFA not only offers a useful, simple framework for providing support and guidance, but also sets markers for when referrals to professional mental health care may be needed.

Research examining the RAPID PFA model has validated its effectiveness as an early intervention tool, especially when rendered soon after a precipitating event. Herein lies a challenge toward applying PFA to workplace abuse situations: All too often, the mistreatment builds over time, especially in the more covert or indirect forms. In such cases, there may be no single, major traumatic event that prompts someone to seek help. Accordingly, targets frequently wait to seek assistance, as work abuse can take an inordinately long time to process and comprehend. In such instances, a lot of emotional damage may have taken place before someone seeks help.

Finally, the RAPID PFA model is designed to help care providers make fairly quick assessments under scenarios where large numbers of people may suddenly need help. By contrast, we know that many targets of work abuse feel the need to share their stories in significant detail. It is a natural and understandable dynamic, but it can make the process of identifying next steps anything but, well, rapid.

Nevertheless, the RAPID PFA model holds a lot of promise as an early intervention protocol for helping people deal with workplace bullying and mobbing situations. For those who want to provide initial support and guidance to targeted individuals, it provides a straightforward, evidence-based approach for doing so, while helping us to understand appropriate boundaries between lay assistance and professional mental health care.

MTW Revisions: September 2019

In this regular feature, each month I’m reviewing some of the 1,700+ entries to this blog since 2008 and opting to revise and update several of them. I hope that readers find the revised posts useful and interesting. Here are this month’s selections:

Professional schools as incubators for workplace bullying (orig. 2012; rev. 2019) (link here)  — “It has long been my belief that the seeds of workplace bullying are planted in professional schools that prepare people to enter occupations such as law and medicine. You start with ambitious young people who (1) are used to being heralded as academic stars; (2) do not have a lot of life experience; (3) disproportionally come from privileged backgrounds; and (4) tend to be driven, Type A achievers. You then put them in high-pressured, competitive educational environments that emphasize technical knowledge and skills and a lot of analytical thinking. . . . You then unleash them into the world of work.”

Are calls for more resilience and “grit” an indirect form of victim shaming & blaming? (orig. 2016; rev. 2019) (link here) — “Bottom line? Resilience and grit are good. Targeted bullying, mobbing, and abuse are bad. Let’s strive for less interpersonal mistreatment and more individual resilience. And let’s take more personal and social responsibility for our actions and the state of the world.”

After Auschwitz, Viktor Frankl saw only two races (orig. 2017; rev. 2019) (link here) — “When Viktor Frankl reflected upon his experiences as a Nazi concentration camp prisoner, including time spent at Auschwitz, he concluded that humanity basically can be divided into two races: ‘From all this we may learn that there are two races of men in this world, but only these two — the “race” of the decent man and the “race” of the indecent man. Both are found everywhere; they penetrate into all groups of society. No group consists entirely of decent or indecent people.'”

“Let’s run it more like a business” (The problem with many non-profit boards) (orig. 2014; rev. 2019) (link here) — “If running a non-profit group ‘more like a business’ means empowering effective, inclusive, and socially responsible leaders and holding them accountable, then I’m all for it. . . But all too often, the ‘more like a business’ mantra translates into the same authoritarian, top-down, command & control model that at least some board members who are drawn from the private sector may embrace in their respective roles as executives and managers.”

Lessons learned early: School responses to bullying and abuse accusations

For better and for worse, we often learn about organizational responses to bullying and abuse accusations early in life, by witnessing how school systems deal with them. As Kerry Justich reports for Yahoo (link here), a high school senior in Vancouver, Washington, is learning what that response may entail:

A high school senior in Vancouver, Wash. will no longer be walking in his graduation on Saturday, after accusing the administration of ignoring bullying and sexual assault allegedly taking place at school.

Charles Chandler was giving a speech in front of students and families of Heritage High School during a ceremony on Wednesday when he went off script and made some controversial comments against the administration.

“And to you, underclassmen,” Chandler is heard saying toward the end of his speech, “who have to endure all the things the school throw at you for two to three more years. A school where the administration closes their eyes to everything that happens in the school. Their school. The sexual assault, the bullying, the depression, the outcasts. And they do nothing to fix it.”

Through surprised reactions heard throughout the crowd, Chandler continued to say that if the school does take notice of these incidents, “they take the side of the accused and not the victim,” before the audience ultimately erupted in cheers.

Although Chandler’s peers appeared to agree with him, principal Derek Garrison did not, claiming his comments were not truthful:

“His comments were full of inaccuracies, inflammatory statements and hurtful accusations,” the principal’s letter, obtained by Yahoo Lifestyle, reads. “Administrators called the student in to explain why spreading rumors and inaccurate information was extremely problematic.”

The story has attracted a lot of local attention, and several dozen Heritage students protested the school’s treatment of Chandler by staging a walkout.

One of many

Of course, this is only one of many accounts of how school systems have pushed back against accusations of bullying, sexual assault, and other forms of abuse and misconduct. Typically this takes place in one or more of these forms:

  • Outright denial that any wrongful behavior occurred;
  • Dismissal of the seriousness of the allegations, suggesting an overreaction;
  • Active coverups of abuse; and/or,
  • Retaliation against the accusers.

Hmm, this sounds like what happens in way too many bullying, harassment, and whistleblower situations at work, yes?

Indeed, school responses to student allegations of wrongdoing sometimes resemble responses of bad employers to employee allegations of mistreatment or misconduct. When both student complainants and bystanders witness how such allegations are swept under the rug or otherwise mishandled by their schools, they learn an unfortunate lesson about getting along, going along, and keeping their mouths shut in the face of wrongful behavior.

Back to Heritage High

We don’t know the full story behind Charles Chandler’s accusations about student life at Heritage High School. According to the Yahoo news article, the “principal’s letter offered Chandler the opportunity to participate in a ‘restorative solution,’ or face disciplinary action that included not walking at graduation,” and that Chandler opted for the latter. Reading between the lines, it appears that he didn’t trust the process offered to him, and that many of his fellow students — as evidenced by their support for him — share his concerns. 

In fact, Katie Gillespie reports for The Columbian that other students have reported mistreatment at the school (link here):

Some students at the school praised Chandler for standing up for what they see as continued tolerance of bullying and harassment at the Evergreen Public Schools campus.

Frost Honrath, 17, said she twice reported being physically assaulted by another student, but felt the district’s response was insufficient.

“I really want to see action in our school,” Honrath said. “They’re pushing it aside.”

Ethan Wheeler, 17, said a student once wrapped a noose, a prop from a play, around his neck and told him to kill himself. When he tried to get help, “it seemed like nothing was really done.”

This may turn out to be one of those more unusual situations of a story going viral, and thus prompting a public defense of the individual issuing the accusations. It could lead to a more comprehensive examination of student life at this high school. Maybe the students will learn a different lesson about the value of raising their voices.

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