Letter to the editor: Discipline issues across Clarendon district create environment of fear, disruption
Dear citizens of Clarendon County, we write to you today as deeply concerned members of our community - parents, educators, and local citizens - who can no longer remain silent about the dangerous erosion of discipline, safety and respect within our schools. This letter is the first in a series that will address one issue at a time across the entire Clarendon County School District, from kindergarten through high school. Today, we focus on the breakdown of discipline and the undermining of teacher authority - a crisis that affects every school in our district.
This situation is compounded by the fact that our school district, Clarendon County School District, is currently under Fiscal Caution, having been escalated from Fiscal Watch by the South Carolina Department of Education. While financial challenges are certainly a factor in the administration's decisions, it is crucial that safety does not become a casualty of budget constraints. The resources available should be used not only to address financial matters, but also to ensure that the safety and well-being of students and staff are maintained. A failure to do so could have long-lasting negative impacts on the entire community, both educationally and financially. (see SCDOE letter dated February 2025)
Across our schools, the situation has reached a critical point. Students are increasingly engaging in behavior that disrupts the learning environment and endangers everyone on campus. Incidents of students behaving unruly have become disturbingly commonplace. This disregard for basic rules and respect has led to a reality where students effectively dictate the tone and conduct of the school day.
There are persistent and troubling trends in our district's school report cards and staffing data. Under the current administration's leadership, key performance indicators have steadily declined, directly impacting the quality of education our students receive.
Specifically, the number of content area teachers has been steadily decreasing in our schools. This ongoing reduction in specialized teaching staff is concerning, as it limits our ability to provide focused, high-quality instruction in essential subject areas. The student-teacher ratios in content area classes have risen year after year. Larger class sizes have a direct impact on the amount of individual attention students receive, and this can negatively affect their academic progress, particularly for students who require extra support.
We are seeing a continued rise in the number of disciplinary incidents across the district. This trend, which has persisted over the years, may be linked to the challenges associated with larger class sizes and fewer content area teachers. As classroom dynamics become more difficult to manage, disruptive behaviors are more likely to increase. The data shows an increase in the number of out-of-area teachers in our district. While these teachers are valuable and committed, this trend suggests that we are struggling to recruit and retain qualified, local educators. The reliance on out-of-area teachers may create inconsistencies in instruction and potentially affect the long-term success of our students. (see SC School Report Cards - Summary of school report cards from 2019-2024.
These trends are deeply concerning, and it is evident that, under the current administration's leadership, these issues have not been effectively addressed. The continued increase in these problems signals the need for urgent intervention and a change in approach. This systemic failure extends beyond everyday classroom disruptions. Substitute teachers, who are critical in maintaining continuity when regular staff are absent, are increasingly refusing assignments at certain schools. Their reluctance stems from the founding of administrative support; school administrators have repeatedly sided with students rather than backing the teachers tasked with enforcing discipline. With this essential support absent, the very foundation of our schools - order, respect and safety - is crumbling.
Additionally, the school is currently facing significant staffing shortages, which has resulted in larger class sizes and an overburdened substitute teacher workforce. Substitutes, who are often tasked with managing large groups of students in difficult conditions, are frequently left with little support, which only exacerbates the challenges they face in maintaining order and ensuring that students are engaged with their lessons. The lack of consistent, qualified staff is creating a chaotic environment, where both students and substitutes struggle to maintain a productive and respectful learning environment.
Even more alarming is the shifting of responsibility. When disruptive behavior occurs, our teachers are not backed by the administration. The same disruptive students continue their behavior with little to no consequences. It is not uncommon to hear that discipline policies are treated as nothing more than a joke, further emboldening those who ignore established rules.
There is a disturbing pattern in which students display a lack of respect for their teachers and peers. Students are increasingly storming out of classes, using inappropriate language, belittling teachers and protesting the completion of assignments. While student behavior is always a concern, these actions seem to be symptomatic of deeper, unresolved issues within the school's culture and support systems.
The number of referrals that are ignored, deleted or left unaddressed has resulted in some students racking up close to 24 or more referrals. Recently, a troubling trend was observed among students in the stands of one of the school games, where they were openly bragging about how many referrals they had received. They seemed to take pride in how little these write-ups seemed to impact their behavior, laughing and joking about how no real consequences were enforced, no matter how often they were disciplined. (see CCSD Policy JICDA, Code of Conduct)
A school environment where discipline is compromised directly undermines the safety of both students and teachers, stifles the educational process and erodes the moral fabric of our community. Our children deserve a safe and orderly environment where learning can flourish, and our teachers deserve to be respected and supported as the dedicated professionals they are. Is the solution an alternative behavioral school, such as the Promise School? What is the purpose of the alternative school if it is not utilized to its full potential? Why are repeat offenders allowed to return to class and disrupt learning time, forcing those who want to learn to endure delays of 20-45 minutes each class period while the teacher tries to restore order? (see CCSD Policy JK, Student Discipline)
Now, it is time to figure out where the breakdown in the system is truly occurring. Is it rooted in individual school administrations, or does the problem stem from an unsupportive district office and superintendent? Why are violent, disobedient, repeat offenders - students who break rules and disregard policies - simply sent out of class, only to return minutes later without facing any significant consequences? Is the district office and superintendent actively hindering the authority of school administrators, or is this a combined failure of both school and district leadership? These are the critical questions we must ask if we are to restore the safety and discipline our schools so desperately need.
The issue of violent students returning to school is not an isolated event to only one middle or high school. Students of varying degrees of violent charges have been welcomed to return to all schools. We want to express our grave concern regarding incidents involving students that have raised serious questions about the safety and well-being of the student body at Manning High School, Manning Junior High School, Scott's Branch Middle High School and East Clarendon Middle High School. (see SC State Board of Education Policy 43-279)
It is important to consider the role athletics may play in this matter. There is a growing concern that certain athletes, particularly those involved in the district's sports programs, are being granted special privileges despite their behavioral issues. The fact that students with numerous referrals for in-school support (ISS) or out-of-school suspension (OSS) are allowed to play in games that same day is troubling.
Additionally, it has been observed that social media accounts monitored and managed by the district have praised these athletes with statements and pictures, even when the students were not permitted to be at school due to disciplinary issues. This creates a perception of favoritism and an unequal application of the rules.
A January 2023 incident at Scott's Branch Middle High School, particularly the decision to remove the school's leadership without holding the students involved accountable, sparked significant controversy. As members of this community, we feel that the actions taken by the district were not in the best interest of the students, staff or overall school culture.
While it was understood that the district was trying to address the situation and maintain a safe and respectful environment, the decision to hold the administration accountable, rather than the students who participated in the altercation, sends an upsetting message. Instead of addressing the root causes of the incident and reinforcing appropriate student behavior, the district's response appears to shift blame away from where it belongs and penalizes the staff who were, by all accounts, doing their jobs to the best of their ability. (see WIS News-VIDEO: Mother and son speak out after a brutal attack on school grounds)
Moreover, another video that exonerated the assistant principal was never made public or taken into account in the district's decision-making process. By not bringing this to light and instead opting to make the administrator the scapegoat, the district has created a situation where staff members feel unsupported, while students do not fully understand the importance of taking responsibility for their actions. (see WIS News-VIDEO: Leadership removed from Clarendon County HS after video of student fight on social media)
In March 2025, another violent incident occurred at Scott's Branch Middle High School. The images shared by students on social media are deeply disturbing, to say the least. When will this change? When will these violent offenders be held accountable - not just given a consequence but held to that consequence. It is well known throughout the community that a simple phone call to the district office will either lessen or remove all consequences.
Another deeply disturbing incident took place at East Clarendon Middle High School (ECMHS) in April 2024. As you are likely aware, students from ECMHS were arrested for felony III treatment of an animal after allegedly setting an animal on fire and posting a video of the act on social media. This horrific act of cruelty has understandably caused significant distress and fear among the student body and the broader community.
Beyond the immediate emotional toll, this incident raises serious questions about the safety and well-being of the students at ECMHS. The violent nature of the act and the fact that it was shared publicly on social media has many students and parents concerned not only about the severity of the incident itself, but also about the possibility that such behavior could go unchecked. There is a growing sense of unease among students, who are now questioning whether their safety could be at risk if this kind of violent behavior is not appropriately addressed. (see WPDE News-VIDEO: Opossum kicked, stomped, set on fire in 'disturbing' social media video)
There are concerns regarding a series of escalating violent incidents involving two students, hereafter referred to as Student A and Student B. Students A and B are enrolled at Manning High School. During the 2023 basketball season, the superintendent had a verbal disagreement with Student A over court time at a SBMHS vs. MHS game at Scott's Branch Middle High School (SBMHS). This disagreement resulted in the student being removed from the team immediately. However, the situation escalated after the game when a fight broke out between the parents of Student A and another student and their parents, leading to detainment of others involved. It is disturbing that this student, who has demonstrated increasingly violent tendencies, was allowed in the school environment without appropriate intervention until his most recent arrest.
Student A was arrested for breaking and entering and robbing a business during a period when the school was closed due to preparations for a hurricane in August 2024. Astonishingly, in November 2024, this same Student A spoke at a board meeting, offering glowing remarks for the superintendent. This raises the question of whether leniency in handling violent behavior is becoming the norm, and whether the safety of other students is being compromised in the process. (see YouTube CCSD Board of Trustees Special Called Meeting November 2024)
Student A was then arrested once again in January 2025 after being charged with violent crimes, including possession of a weapon during a violent crime, first-degree robbery and first-degree assault and battery. Student A was placed on house arrest after serving time in the Clarendon County Detention Center. Student A is now awaiting trial.
Student A had a co-defendant, Student B, in the January 2025 arrest of possession of a weapon during a violent crime, first-degree robbery and first-degree assault and battery. Student B was previously arrested in April 2024 for armed robbery and possession of a deadly weapon during a violent crime. These charges were ultimately dropped in September 2024, but they contribute to the ongoing concerns about the violent history of the adult student involved. Student A and Student B are legally adults and have the right to continue their education, and no one is denying them that opportunity. However, the question remains: Why should an adult's education take place alongside younger students, some as young as 14? Furthermore, is it fair to suggest that both Students A and B received special treatment because of their prominence as standout basketball players? The superintendent also serves as the basketball coach for the students involved.
What is particularly frightening is that Student B was welcomed back to school without facing any significant consequences for his violent actions. Students have shared that these individuals were received by their peers as if they were celebrities, which sends a deeply concerning message to the rest of the student body. Instead of reinforcing accountability for violent behavior, the school's handling of the situation may suggest to students that such actions are acceptable or even admirable. These actions are deeply concerning, yet despite these serious offenses, the student was welcomed back to school with seemingly no consequences.
This perception has been further exacerbated by numerous social media posts showing students posing with those who had been arrested, further celebrating their return rather than acknowledging the severity of their crimes. This creates a dangerous precedent, undermining the core values of responsibility, respect and safety that should define our schools. The superintendent is responsible for allowing the potentially violent adult back to roam the halls freely with minors. These students' arrests, which are a matter of public record, are easily accessible through a simple internet search of the public index of cases. (see Clarendon County Third Judicial Circuit Public Index)
The lack of significant consequences for this student's behavior, despite their repeated violent actions and disruptive incidents, is extremely concerning. These students are progressively becoming more of a threat to the safety of the school community and, by extension, to the public at large.
Equally problematic is the fact that the superintendent chose to personally tutor these students while they were housed at the Clarendon County Detention Center. This decision raises several questions: Why was the superintendent the one to take on this role? How can we, as a community, ensure a safe learning environment if individuals with violent pasts are treated in such a manner? Allowing these students back into school, with a clear lack of consequences, seems to send a message that actions of this nature will not be properly addressed. (see CCSD Policy CBC, Superintendent's Duties and Responsibilities)
How can our principals effectively convey the importance of making good choices when the superintendent is publicly investing time and energy into tutoring students who have committed violent acts? It raises questions of fairness and consistency. Additionally, we ask when the superintendent will prioritize meeting with and tutoring the medically homebound students, who deserve the same level of attention and dedication.
The superintendent serves not only as the basketball coach, but also as the hearing officer for expulsion hearings. Given the superintendent's involvement in athletics, this dual role raises important questions about impartiality in disciplinary matters. The hearing officer is responsible for ensuring a fair and unbiased process for all students, and holding multiple positions, particularly with the superintendent also coaching students, creates a clear conflict of interest.
Moreover, concerns about the recent practice of having another district employee sit in on expulsion hearings in lieu of the appointed superintendent. The question remains as to why the superintendent is appointed to such a role in the first place. A district's leadership should prioritize transparency and neutrality in all disciplinary actions. Having an alternate employee step in for the superintendent raises further concerns about adherence to proper procedures and whether the process is being managed in accordance with best practices.
The perception of impartiality and fairness is essential in all decision-making, especially in situations as serious as expulsion hearings. It is critical that our students, families and community members trust that decisions regarding discipline are being made in a way that is free from undue influence or personal interest.
We can only assume that these violent students have already accumulated several more referrals for misbehavior, which further contradicts the board's rhetoric of providing a safe learning environment. These issues are pervasive, whether in the classroom, on the playground or on the ball field. From kindergarten to 12th grade, students report daily that the same disruptive behavior is causing significant disruptions to their education and overall school experience. Whether it is ongoing classroom disruptions, bullying on the playground or aggressive behavior during extracurricular activities, these issues are deeply worrisome. The impact of such behavior is not isolated to any one grade or type of activity but is a systemic problem across our schools. The questions we must now ask ourselves are: What steps can be taken to correct these behaviors, and how can we ensure that all students are held accountable for their actions?
This represents a clear violation of the Clarendon County School District's (CCSD) policy, specifically Administrative Rule JICDA-R: Code of Conduct, Level III - Criminal Conduct. In light of these serious events, we are left questioning the decision to allow the students involved to return to the regular school environment, especially in situations where the aggressor was not only violent but, in some cases, an adult.
These incidents raise significant concerns about student safety and the administration's adherence to established policies. According to CCSD's Code of Conduct, violent actions, especially those involving criminal conduct, should not result in students being allowed back into the regular school setting without careful, deliberate review. It is disconcerting that, in these cases, the best solution seemed to be allowing these individuals to return, potentially endangering the safety of other students.
We are left to wonder: Were these incidents, and their consequences, even brought to the board's attention? If they were, what factors contributed to the decision to reintegrate violent students into the school community? Given the severity of these events, we are deeply concerned that such decisions may not be in line with our district's commitment to creating a safe and supportive environment for all students. (see also, SC State Board of Education Policy 59-63-210)
A couple of other situations at Manning Junior High School clearly highlight several serious concerns regarding the school's handling of bullying and violent incidents. In both cases, there are glaring issues with how incidents are being addressed - or not addressed - by the school administration. Unfortunately, these issues didn't just arise in junior high school; they were not properly addressed at previous schools in the district by the administration. It's crucial that all district schools are aligned in how discipline is administered and how students are held accountable for their actions.
Specifically, the first is referencing the repeated harassment and assault faced by one of our students, whose experiences have been tragically overlooked by the school system.
For years, this student has been subjected to both harassment and physical assault. Despite these ongoing incidents, it appears that the district has failed to implement meaningful disciplinary actions or adequate protective measures for the student. This situation has not only caused significant harm to the student, but also points to a larger, systemic issue of inadequate response to bullying, harassment and assault within our schools.
What is most troubling is that this student's experiences are not isolated from one school but have spanned several schools within the district. This suggests a pattern of failure at multiple levels, with a lack of coordinated effort to ensure the student's safety and well-being. It is clear that, despite being made aware of these incidents, the district has not taken the necessary steps to protect this student or address the underlying issues in a meaningful way.
This creates an environment where the victim feels unsupported and unsafe. Continuous reports of bullying with no action taken may lead to further harm, both physically and emotionally, for the victim, and it could have long-term effects on their well-being. The question "When is it enough?" is crucial here. When students are subjected to ongoing abuse and there is no intervention, it is no longer a matter of "if" something will happen - it becomes a matter of "when." It is unreasonable and unacceptable that this pattern continues without sufficient consequence for the offending student.
The second incident, where a violent physical altercation escalated in the physical education class, is also worrisome. A student was put in a headlock and threatened with death, which led to physical injuries. The fact that it took five people to separate the students suggests the severity of the situation. The school's response - suspending the students for three days - is likely insufficient, especially given the extreme nature of the altercation. More importantly, the failure to follow policy by notifying the superintendent and law enforcement is a serious violation. Physical violence of this magnitude should trigger an immediate investigation, and the proper authorities should be involved, particularly when there are visible injuries and threats of violence and death. (see CCSD Policy ECA Security)
Even if an aggressor did not have the intent to harm or kill another student, the physical and emotional impact on the victim is real and can have lasting consequences. It is vital that the CCSD schools take proactive steps in investigating such incidents to ensure that all students are safe and feel secure in their learning environment.
Moreover, addressing incidents swiftly and transparently will show all students that aggressive behavior, regardless of intent, will not be tolerated and that the school is committed to maintaining a safe and supportive atmosphere for everyone. Every student deserves the right to feel safe in school, and it is essential that the policies reflect this priority.
It should not take a severe injury or escalation of violence to get the attention of the school administration and make them take these issues seriously. Schools are responsible for fostering a safe and supportive environment where all students can learn and thrive. When those responsibilities are neglected, it affects the entire community. (see SC State Board of Education Policy Section 59-24-60)
These incidents highlight a disturbing pattern of behavior that jeopardizes the safety, emotional wellbeing and sense of security for all students. The question must be asked: how are we, as a community, responding to such serious and alarming actions? When students commit violent acts - whether against people or animals - and face minimal consequences, it sends a dangerous message, not only to the perpetrators, but also to the rest of the student body. It creates an environment where students feel unsafe and where the values of empathy, accountability and respect are undermined. (see CCSD Policy, ECAA Threat Assessment)
As parents and community members, we must also ask: What are we supposed to tell our children, who come home from school deeply concerned and frightened by such incidents? How are parents supposed to feel confident that their children are in a safe, supportive environment when such alarming acts of violence occur and seemingly go unaddressed? The impact on students' emotional wellbeing, their sense of safety and their overall trust in the school system is significant and cannot be ignored.
Ultimately, these events suggest that students may be gaining more control over the school environment than the administration itself. Why are students with violent backgrounds or repeated behavioral issues allowed to walk the halls of our schools freely while other students and teachers face increasingly difficult situations?
Is it because the administration is not receiving adequate backing from the district office? Furthermore, there is a problematic pattern in which certain district office employees are undermining school administrators for simply doing their jobs and adhering to established policies.
This situation must be addressed, and we implore the board to take a serious look at the number of referrals for students, particularly athletes, across the district. It seems that if a student is physically able to participate in a sport or other extracurricular activity, they receive additional attention and privileges - things such as direct coaching, one-on-one interaction and sometimes even tutoring or special accommodations. Yet, students who are confined to home due to illness may not receive the same level of support, despite their needs being equally significant.
As parents and concerned members of the community, we believe that all students, regardless of their physical abilities or participation in extracurricular activities, should receive equal attention and support when it comes to their education. We strongly urge the school board to take immediate action to restore discipline, ensure fairness and maintain a safe environment for all students. This includes holding students accountable for their actions, addressing the lack of support for school administrators and fostering a school culture where respect, responsibility and accountability are at the forefront.
These incidents are a reminder that the school's role extends beyond academics - it is also a place where students learn how to interact respectfully with others and with the world around them. I trust that the board will take these concerns seriously and act in a way that ensures the safety and emotional well-being of all students.
Let us stand together, united as one community, to demand that the voices of our parents, community and teachers are heard and that our students are held to the standards necessary for a secure and productive learning environment. The time for change is now.
CONCERNED CITIZENS FOR CLARENDON COUNTY SCHOOL DISTRICT
Clarendon County