A teacher at Ysgol Rhiwabon in Wrexham, Morgan Jones, has admitted to using inappropriate language towards his pupils. Jones confessed to a fitness-to-practise panel that he told a student to “f*** o**” in response to being called a “fat c***” by the teenager. At the time, Jones was the head of religious studies at the school. He also addressed allegations of inappropriate behaviour towards other pupils, including calling one a “tramp” and telling another to “shut your face”.
During the professional standards hearing, Jones explained that his reactions were driven by fear of physical harm from the aggressive behavior of the students. He detailed feeling unsupported in dealing with challenging behaviour at the school, highlighting that a significant portion of his form class was on behaviour reports. Jones described an incident where a student made derogatory remarks about his weight, leading him to respond in a similar manner before asking the student to leave the room.
In another incident, Jones reportedly shouted at a student during an assembly after believing the student had used a racial slur towards him. Although Jones denied leaning over the student as he shouted, a staff member present described his response as disproportionate and aggressive. Additionally, Jones recounted an incident where a student kicked a door and told him to “f*** o**”, to which Jones replied, “goodbye freak boy”.
Headteacher Melanie Ferron-Evans, who hired Jones as a newly qualified teacher in 2015, noted a change in his demeanor following his battle with Covid during the pandemic. She mentioned that Jones appeared anxious and negative upon his return. Despite acknowledging the challenging student behavior at the school, Ferron-Evans maintained that effective behaviour policies were in place. Jones, now teaching at Ysgol Clywedog, expressed remorse for his actions and stated that he had undergone stress management training.
Jones attributed his inappropriate conduct to personal challenges, including health issues like sleep apnoea and a difficult breakup. He admitted to not handling the situations appropriately and acknowledged the impact of stress on his behaviour. Although Jones faces several allegations of unacceptable professional conduct, he has taken responsibility for his actions and expressed regret for his behavior during what he described as the “worst year of [his] life”.
The hearing will continue to address the specific allegations against Jones and evaluate his fitness to practise as a teacher. Despite his admissions, Jones’ testimony sheds light on the complex dynamics in dealing with challenging student behaviour and the impact of personal struggles on professional conduct. Moving forward, Jones emphasised his commitment to improving and learning from his past mistakes, indicating a willingness to address and rectify his behaviour in a more constructive manner.
The case underscores the importance of effective support systems for teachers in managing difficult situations within educational settings and the necessity for ongoing professional development to navigate challenging circumstances responsibly. As the hearing unfolds, it will be crucial to consider the broader implications for teacher training and support mechanisms to ensure the well-being of both educators and students in school environments.