With the onslaught of bills concerning what is taught in our public schools and the shrill tones that many in Raleigh use when debating classroom curriculum in this election year, no doubt that the events happening in the Ukraine are weighing on the minds of a lot of students.

When a school board meeting is overrun by parents presenting false accusations over pieces of cloth covering mouths at the same time as a country is being invaded by a maniacal madman, how am I as a teacher supposed to allow students to “speak” freely about these world events?

When Ukrainian men between the ages of 18 and 60 are required to stay in the country and fight for their land and there seems to be no complaints whatsoever, but here in America we see full tantrums from grown men at stores screaming about how mask mandates impinge on their freedoms, how am I as a teacher supposed to allow students to “speak” freely about these world events?

What if a student poses a question about the need to openly carry assault weapons in public?

What if a student asks about having important government officials be the first to the front lines to stand alongside those fighting to defend from an actual aggressor? Would you go Tim? Phil?

At least we know Mark has a gun.

Students ask those types of questions.

And what if a student brings this interesting dilemma up in a classroom discussion?

Maybe that student even references this specific “hissy-fit” from last week’s school board meeting for his school system.

This teacher knows how each of you want to micromanage what is said and done in the classroom. Lots is going on in the world.

We need some of your expert guidance.