Jordan’s Case Divides the School Team

Description

Lake Devo Movie:This conflict scenario takes place at Maple Ridge Secondary School, a high school located in a diverse, low-income urban community. The school holds regular interdisciplinary meetings to support students experiencing various challenges at school. This meeting was called to discuss Jordan, a Grade 9 student whose attendance, emotional regulation and behaviour have worsened mid semester. Each team member brings their own professional frameworks and set of priorities to the table. The meeting quickly escalates into a disagreement over safety, accountability, and intervention strategies. Mr. David Carter (Homeroom teacher and Health and Safety rep), starts the meeting by pushing for disciplinary action to maintain classroom order and uphold school policy. He is visibly frustrated and would state “We can’t just make excuses for every outburst. I have 28 other students to think about.” His rigid approach and dismissal of any suggestions outside of his own practice creates immediate tension in the room. Ms. Angela Varacalli (Special Education Consultant) expresses concern that Jordan is being unfairly penalized for behavior that might be rooted in undiagnosed learning disabilities. She advocates equitable access to education, insisting for formal assessment and flexible accommodations. Ms. Sarah Fortune (Social worker for CAS) is attending the meeting as the child protection worker assigned by CAS due to several duty-to report calls from staff that raised serious concerns about Jordan’s possible neglect and unsafe conditions at home. While she feels pressured to take a legal action, she remains cautious and aware of the risk of further retraumatizing the family. This escalated the situation furthermore as other members worried of damaging the family and the school relationship. Ms. Salam Al-Tabba (School Social Worker), the school counsellor, who worked in the past with Jordan and has an insight of the underlying causes of Jordan’s behavior. She advocates for trauma informed practice and student-centred approach while explaining to the team that his behaviour is not “acting out” rather a way of communicating and expressing his unmet needs and emotional distress. Instead of collaborative team discussion becomes a reflection of a deeper systemic conflict and power imbalances.