Last year, authorities in Virginia arrested Kevin Ricks—a teacher whom, for the past three decades, molested young boys and documented his exploitation. Ricks bounced around between school systems, states, and even countries, preying on foreign exchange students and breaking professional boundaries to woo his pupils. Because of loopholes in state laws, no school district reported Ricks’s questionable behavior after he quit each time. Each new principal had no idea that Ricks was a predator.
The Virginia Board of Education is proposing a series of guidelines to crack down on perverts like Ricks. The meaningful requirements include a mandatory report to police when abuse is alleged or suspected (and not simply after the abuse is proven); and notification of the state superintendent when an employee resigns or is fired because of child abuse.
But then the Board proposes to regulate the conduct of teachers in and out of the classroom in a way that could adversely affect twenty-first century teaching techniques. Being a teacher is more than being an instructor: sometimes, teachers have to be social workers, therapists, or advocates for individual students.
The Board wants to prohibit “interactions unrelated to instruction” and dictate the types of physical contact teachers may have: a hand on the shoulder or pat on the back is okay, but a “spontaneous hug” is “not appropriate with older children.” So a distraught high school junior who discovers she is pregnant cannot seek an extended embrace from a trusted teacher?
Or what about the requirement that “conversations with students should focus on matters related to instruction and school activities?” Does this forbid a teacher and student of Arab descent from talking about their shared heritage and culture once a week after class
The Board should consider dropping language like this, which seeks to absolutely prevent abusive contact by a miniscule number of instructors at the expense of healthful student-teacher interaction. Reasonable guidelines seem to warrant simply a prohibition on romantic relationships and inappropriate verbal and physical contact.

Another worrisome area is the Board’s treatment of electronic communication. Because social media are transforming rapidly, it is true that teachers and students may not readily comprehend the possible impropriety of online interactions. However, I am not sure that Board of Education members understand the potential for good that these technologies may offer.
Imagine the heinous “offenses” that Virginia would outlaw if these social media restrictions were approved. A low-income student without an at-home computer could not text her teacher questions about homework assignments, in lieu of sending an e-mail. A teacher who posted pictures of a class project on Flickr could not respond to comments or inquiries by her students. And a student who wanted to quickly alert a guidance counselor to questionable content on Facebook could not correspond with him through a Facebook message.
Kevin Ricks was able to molest so many students not because MySpace made it easier—but because school systems’ nonsensical hiring, firing, and reporting policies allowed him to walk away without consequence. Ricks was able to transfer schools with a clean record because no authority ever investigated him.
Lowering the threshold for reporting abuse should ensure that school systems can better track alleged molesters. However, prohibiting teachers from using their discretion when counseling, connecting with, and reaching out to students injects the state Board of Education needlessly far into public school classrooms.






