In the legal world, “strict liability” is a concept where a party is held responsible for damage regardless of fault or intent. It is a high standard designed to ensure safety in inherently risky situations. Celeste Hedequist poses a challenging question to the educational community: What if we applied a similar concept to classroom leadership regarding school safety? Currently, schools often enjoy immunity from liability unless “deliberate indifference” can be proven—a high bar for parents and victims to clear. This lack of accountability, Hedequist argues, allows toxic cultures to fester.
In her latest article, Hedequist outlines a policy where the responsibility for violent outcomes rests squarely on the shoulders of leadership. The logic is grounded in the idea that “fish rot from the head down.” If there is unfairness, aggression, or chronic bullying in a classroom, the “capable guardian”—the teacher or administrator—has failed to control the environment. This proposal moves beyond the complex web of liability laws and Section 1983 claims, offering a more direct route to safety: outcome responsibility.
To support this high level of accountability, the proposal recommends the use of technology, specifically cameras in the classroom, not just for security, but for “surveillance of leadership when necessary.” This suggestion leverages the “Hawthorne Effect”—the psychological phenomenon where individuals improve their behavior and performance simply because they know they are being observed. If a teacher knows they are accountable for the outcome of the class—and that upward reviews and potential monitoring are in play—they are more likely to proactively employ de-escalation techniques.
Critically, this approach aims to protect students from the “school-to-prison pipeline” by reducing the reliance on police intervention and suspension. Instead, it forces adults to manage the room better. While this shift may be met with resistance from educators who feel overburdened, Celeste Hedequist argues that the safety of the students must come first. By focusing on leadership and the environment, teachers are empowered to take ownership of outcomes. The goal is to create a culture where leaders are accountable “to do no harm and to allow no harm to be done,” ultimately dismantling the systemic failures that allow bullying to thrive.
To read the full details of this transformative approach, you can view the complete proposal here: A New Policy Proposal for Reducing Violence & Aggression in the Classroom: A Focus on Leadership Responsibility for Outcomes
