1 00:00:00,120 --> 00:00:03,840 Speaker 1: Hi guys, Nanasy Grace here. Welcome to Justice Nation. Crime 2 00:00:03,960 --> 00:00:08,360 Speaker 1: stops here. This online education video course is designed to 3 00:00:08,400 --> 00:00:12,160 Speaker 1: help you protect what you love the most, your children 4 00:00:12,520 --> 00:00:16,840 Speaker 1: and your loved ones from crime. We're making it available 5 00:00:16,880 --> 00:00:20,800 Speaker 1: for free for the first time with limited commercial interruptions, 6 00:00:20,960 --> 00:00:24,720 Speaker 1: thanks to our friends at LifeLock. During tax season, your 7 00:00:24,760 --> 00:00:27,360 Speaker 1: sensitive info does a lot of traveling to places you 8 00:00:27,400 --> 00:00:31,960 Speaker 1: cannot control, stopping off at payroll, your accountant or tax preparer, 9 00:00:32,200 --> 00:00:36,199 Speaker 1: and countless other data centers on its way to the IRS. 10 00:00:36,720 --> 00:00:40,600 Speaker 1: Any of them can expose you to identity theft because 11 00:00:40,840 --> 00:00:44,839 Speaker 1: they have all the information on your W two just 12 00:00:44,880 --> 00:00:48,479 Speaker 1: the ticket for criminals to steal your identity. No wonder 13 00:00:48,520 --> 00:00:52,320 Speaker 1: the IRS reported tax fraud due to identity theft went 14 00:00:52,440 --> 00:00:58,720 Speaker 1: up twenty percent last year. Enter LifeLock. They monitor millions 15 00:00:58,760 --> 00:01:01,760 Speaker 1: of data points per se and alert you to threats 16 00:01:01,880 --> 00:01:05,679 Speaker 1: you can miss. 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Your 26 00:01:46,560 --> 00:01:50,920 Speaker 1: child spends seven to eight hours a day at school, 27 00:01:51,480 --> 00:01:55,320 Speaker 1: even getting there to the school bus on that school route. 28 00:01:55,640 --> 00:01:59,440 Speaker 1: Did you know that one third of kidnap attempts in 29 00:01:59,600 --> 00:02:07,480 Speaker 1: this occur on a school wrapped one third. That is staggering. 30 00:02:08,160 --> 00:02:11,800 Speaker 1: And then when they get to school, we as parents 31 00:02:12,080 --> 00:02:15,760 Speaker 1: have to accept that their peers mean the world to them. 32 00:02:16,240 --> 00:02:19,680 Speaker 1: You can do everything possible at home to nurture them, 33 00:02:20,080 --> 00:02:23,720 Speaker 1: to love them, to protect them. But when they put 34 00:02:23,760 --> 00:02:26,480 Speaker 1: on that backpack and they head to school, when they 35 00:02:26,800 --> 00:02:29,919 Speaker 1: walk through that school house door and it closes shut 36 00:02:30,000 --> 00:02:35,560 Speaker 1: behind them, when that school bell rings, they're on the inside. 37 00:02:35,800 --> 00:02:40,440 Speaker 1: We're on the outside, and it is a different world 38 00:02:40,639 --> 00:02:48,000 Speaker 1: in there, and not always a safe world. Bathroom attacks, bullying, 39 00:02:48,919 --> 00:02:57,320 Speaker 1: sex attacks, god forbids, school shootings, and even the teachers. Yes, 40 00:02:57,880 --> 00:03:02,400 Speaker 1: the teachers can and have been a danger to children. 41 00:03:02,840 --> 00:03:08,200 Speaker 1: I know. I have prosecuted them, I have covered their misdeeds. 42 00:03:08,639 --> 00:03:11,639 Speaker 1: I've tried to track them down after they make off 43 00:03:11,639 --> 00:03:14,600 Speaker 1: with a student. You know, sometimes I don't want to 44 00:03:14,680 --> 00:03:19,720 Speaker 1: even think about it, but we have to and not 45 00:03:19,919 --> 00:03:25,080 Speaker 1: just think about it, do something about it. We must 46 00:03:25,400 --> 00:03:31,919 Speaker 1: keep our children safe at school with me now, Adam Kaufin, 47 00:03:32,000 --> 00:03:36,080 Speaker 1: former police officer and the founder of Safe Kids in 48 00:03:36,680 --> 00:03:41,520 Speaker 1: Mark Class, president of Class Kids Advocate for Children and 49 00:03:41,680 --> 00:03:47,920 Speaker 1: investigative reporter Marlena Shaivo. You hit me with a statistic 50 00:03:47,960 --> 00:03:52,520 Speaker 1: that nearly knocked me over regarding school buses and school 51 00:03:52,560 --> 00:03:53,400 Speaker 1: bus stops. 52 00:03:54,320 --> 00:03:56,680 Speaker 2: Hit me, Well, it's actually school routes. And I know 53 00:03:56,760 --> 00:03:59,240 Speaker 2: that we were going to talk about JC Dugard who 54 00:03:59,320 --> 00:04:01,760 Speaker 2: was waiting for the school bus when she was kidnapped. 55 00:04:02,080 --> 00:04:04,440 Speaker 2: And this is something that just startled me when I 56 00:04:04,480 --> 00:04:07,400 Speaker 2: heard it, because nobody's really done anything with this statistic. 57 00:04:07,960 --> 00:04:11,800 Speaker 2: One third of all abduction attempts occur on school routes. 58 00:04:12,680 --> 00:04:18,520 Speaker 1: Same can sure one third of all abduction attempts occur 59 00:04:18,760 --> 00:04:20,080 Speaker 1: on school bus routes. 60 00:04:20,560 --> 00:04:24,080 Speaker 2: So knowing that we can cut abductions in this country 61 00:04:24,360 --> 00:04:28,599 Speaker 2: dramatically simply by focusing on the school routes, and we 62 00:04:28,640 --> 00:04:32,560 Speaker 2: can do that in high tech ways with CCTV cameras, 63 00:04:32,600 --> 00:04:35,200 Speaker 2: surveillance things like that. We can do that in low 64 00:04:35,240 --> 00:04:37,599 Speaker 2: tech ways. We can do that in low tech ways, 65 00:04:37,640 --> 00:04:42,200 Speaker 2: like having neighbors along the bus routes take turns watching 66 00:04:42,200 --> 00:04:44,880 Speaker 2: the kids go to and fro to and from the 67 00:04:44,880 --> 00:04:47,640 Speaker 2: buses on a regular basis, or even better than that 68 00:04:48,040 --> 00:04:50,520 Speaker 2: is having parents take the kids to the bus and 69 00:04:50,600 --> 00:04:52,760 Speaker 2: wait for the bus, and the same thing. If they're 70 00:04:52,760 --> 00:04:54,760 Speaker 2: going to be taking if they're going to be going 71 00:04:54,760 --> 00:04:57,320 Speaker 2: to school and taking the same route every day, they 72 00:04:57,360 --> 00:04:59,960 Speaker 2: should be doing that with at least one other person. 73 00:05:00,440 --> 00:05:02,960 Speaker 2: And they should know areas to avoid, and as we 74 00:05:03,000 --> 00:05:06,120 Speaker 2: had talked earlier, they should know the safe houses along 75 00:05:06,160 --> 00:05:08,760 Speaker 2: the route. And parents should go on the Megan's Law 76 00:05:08,839 --> 00:05:12,720 Speaker 2: website and find out any registered sex offenders that might 77 00:05:12,800 --> 00:05:16,839 Speaker 2: live along those routes and relay that information to their children. 78 00:05:17,080 --> 00:05:19,239 Speaker 2: And if we were just to take those kinds of steps, 79 00:05:19,279 --> 00:05:23,719 Speaker 2: working within our communities themselves, we could cut abductions in 80 00:05:23,760 --> 00:05:26,719 Speaker 2: the United States of America by a third. 81 00:05:26,920 --> 00:05:29,560 Speaker 1: You know, it's amazing to me that you will have 82 00:05:29,839 --> 00:05:35,200 Speaker 1: a surveillance camera and gas stations out where the gas 83 00:05:35,240 --> 00:05:38,160 Speaker 1: pumps are. You'll have them over the registers at seven 84 00:05:38,160 --> 00:05:41,080 Speaker 1: to eleven they'll have them in all sorts of places, 85 00:05:41,440 --> 00:05:45,360 Speaker 1: but not at the school bus stop where the children are. 86 00:05:46,120 --> 00:05:49,880 Speaker 1: Another thing you said about neighborhood and maybe think of 87 00:05:49,920 --> 00:05:54,279 Speaker 1: neighborhood watch. Everybody is all about neighborhood Watch. Why isn't 88 00:05:54,279 --> 00:05:59,400 Speaker 1: there a neighborhood bus stop watch? Sure where people take 89 00:05:59,440 --> 00:06:01,679 Speaker 1: care of the but of the bus stops for children. 90 00:06:02,040 --> 00:06:05,040 Speaker 1: It's just twice a day. And you know, Mark, we 91 00:06:05,160 --> 00:06:08,080 Speaker 1: walked to the bus stop, or we walked to and 92 00:06:08,160 --> 00:06:10,479 Speaker 1: from school. It's about a mile and a half to 93 00:06:10,520 --> 00:06:15,080 Speaker 1: our school. We would walk home, didn't think twice about it. 94 00:06:15,080 --> 00:06:16,479 Speaker 1: It's not that way anymore. 95 00:06:16,520 --> 00:06:18,599 Speaker 2: But it happens time and time and time again. And 96 00:06:18,640 --> 00:06:21,279 Speaker 2: we've talked about those cases over the years so many times. 97 00:06:21,320 --> 00:06:23,560 Speaker 1: Let's start with jac Duger. You brought that one up. 98 00:06:23,720 --> 00:06:26,560 Speaker 1: What happened Marlena? Well, she was eleven years old. 99 00:06:26,600 --> 00:06:29,200 Speaker 3: She was going to the bus stop and a man 100 00:06:29,279 --> 00:06:32,000 Speaker 3: pulls up in a car and he rolls down the 101 00:06:32,000 --> 00:06:35,159 Speaker 3: window and she looks in and before anything even happens, 102 00:06:35,360 --> 00:06:38,440 Speaker 3: he hits her with a stun gun and drags her 103 00:06:38,440 --> 00:06:41,400 Speaker 3: into the car. And his wife was holding this poor 104 00:06:41,480 --> 00:06:43,520 Speaker 3: child down as she came in and out of consciousness 105 00:06:43,839 --> 00:06:46,200 Speaker 3: and she hadn't been seen after that for eighteen years. 106 00:06:46,279 --> 00:06:49,160 Speaker 3: Nance eighteen years j C. 107 00:06:49,480 --> 00:06:56,040 Speaker 1: Duger was missing. And another heartbreaking fact around that is 108 00:06:56,560 --> 00:07:04,000 Speaker 1: the stepfather, Jace's stepfather saw her getting abducted and tried 109 00:07:04,040 --> 00:07:07,599 Speaker 1: to catch the car and couldn't. And I'm sure that 110 00:07:07,720 --> 00:07:10,600 Speaker 1: cops first honed in on him because he claimed to 111 00:07:10,640 --> 00:07:14,440 Speaker 1: have seen her last. He had nothing to do with it. 112 00:07:14,440 --> 00:07:16,880 Speaker 1: In fact, he tried to catch the purpse. How was 113 00:07:16,960 --> 00:07:18,400 Speaker 1: she ultimately found? 114 00:07:18,560 --> 00:07:23,280 Speaker 3: Marlina Well, you know, she was Well, what happened was 115 00:07:23,280 --> 00:07:26,040 Speaker 3: she had two children during her captivity and. 116 00:07:27,240 --> 00:07:30,000 Speaker 1: Her in other words, she was righted and she had 117 00:07:30,120 --> 00:07:33,000 Speaker 1: children by her kidnapper. 118 00:07:32,480 --> 00:07:35,720 Speaker 3: By the name of Philip Garrido, and he had brought 119 00:07:35,760 --> 00:07:37,880 Speaker 3: these two kids with him to a public place. 120 00:07:38,320 --> 00:07:39,640 Speaker 1: They seemed off. 121 00:07:39,760 --> 00:07:43,240 Speaker 3: And so you know, he was asked to come in 122 00:07:43,280 --> 00:07:47,840 Speaker 3: for questioning and with jac And at this point Jace 123 00:07:48,000 --> 00:07:52,120 Speaker 3: finally saw this opportunity to tell the authorities her real name. 124 00:07:52,720 --> 00:07:54,000 Speaker 1: And that's how she was found. 125 00:07:54,120 --> 00:07:57,760 Speaker 2: It was it was the University of California police. Yeah, 126 00:07:57,800 --> 00:08:01,720 Speaker 2: the university you see, Berkeley. Do you recall, well, I 127 00:08:01,800 --> 00:08:05,400 Speaker 2: recall exactly as Marlene said that something seemed off about 128 00:08:05,440 --> 00:08:08,040 Speaker 2: him and the two kids, and they did ask him 129 00:08:08,040 --> 00:08:10,520 Speaker 2: to come in, and Jase accompanied them, And it was 130 00:08:10,560 --> 00:08:13,520 Speaker 2: at that point that they were able to try this 131 00:08:13,560 --> 00:08:16,600 Speaker 2: whole thing apart and find out that Jc in fact 132 00:08:16,920 --> 00:08:19,760 Speaker 2: was this guy's victim eighteen years previously. 133 00:08:19,920 --> 00:08:23,320 Speaker 1: At the bus stop. Now she was on foot. She 134 00:08:23,480 --> 00:08:27,520 Speaker 1: was walking toward the bus stop. The stepfather had carried 135 00:08:27,560 --> 00:08:30,200 Speaker 1: her to a certain point. How did that work? 136 00:08:30,800 --> 00:08:32,640 Speaker 3: Well, she was just walking up a hill and I 137 00:08:32,640 --> 00:08:34,559 Speaker 3: think he saw her in the distance. But then when 138 00:08:34,559 --> 00:08:36,800 Speaker 3: the car pulled up before she got to the bus stop, 139 00:08:36,880 --> 00:08:39,400 Speaker 3: he saw the whole thing transpire and he went after 140 00:08:39,600 --> 00:08:41,960 Speaker 3: but could not catch up on foot. Same thing happen 141 00:08:42,040 --> 00:08:44,760 Speaker 3: with Ben only if you might recall the Missouri thirteen 142 00:08:44,840 --> 00:08:48,439 Speaker 3: year old going to the bus stop his father also, 143 00:08:48,960 --> 00:08:52,280 Speaker 3: maybe the stepfather also saw the abduction happening and takes 144 00:08:52,320 --> 00:08:54,360 Speaker 3: off on a bike to try to catch up with 145 00:08:54,640 --> 00:08:56,760 Speaker 3: the assailant and of course couldn't catch up with a 146 00:08:56,760 --> 00:08:58,040 Speaker 3: back or a bus stop. 147 00:08:58,240 --> 00:09:02,800 Speaker 1: Right and then in a similar rural area. And what's 148 00:09:02,840 --> 00:09:07,400 Speaker 1: so fascinating about that abduction is the same man abducted 149 00:09:07,559 --> 00:09:09,600 Speaker 1: to boys, right. 150 00:09:09,960 --> 00:09:13,920 Speaker 3: And unfortunately, you know, well fortunately, when they found Ben 151 00:09:13,920 --> 00:09:17,520 Speaker 3: Obe four days after his abduction, they come across Sean Hornbeck, 152 00:09:17,559 --> 00:09:21,480 Speaker 3: who had been abducted four years earlier in a rural setting, 153 00:09:21,800 --> 00:09:22,600 Speaker 3: is near. 154 00:09:22,640 --> 00:09:25,880 Speaker 1: A bus stop, absolutely same thing. What is it about 155 00:09:25,920 --> 00:09:27,200 Speaker 1: the bus stops. 156 00:09:27,160 --> 00:09:31,880 Speaker 2: Well, school bus routes and school bus stops established very 157 00:09:31,920 --> 00:09:35,480 Speaker 2: specific patterns, so you know almost exactly when the kids 158 00:09:35,480 --> 00:09:38,080 Speaker 2: are going to show up every day, where they're coming from. 159 00:09:38,640 --> 00:09:41,240 Speaker 2: You're able to isolate the kids that are by themselves, 160 00:09:41,640 --> 00:09:43,760 Speaker 2: You're able to put your plan together over a long 161 00:09:43,800 --> 00:09:46,520 Speaker 2: period of time, and if you have ill intention, you're 162 00:09:46,559 --> 00:09:48,480 Speaker 2: in a position to be able to pull off that 163 00:09:48,600 --> 00:09:51,600 Speaker 2: kind of a crime without anybody seeing you, simply because 164 00:09:51,600 --> 00:09:55,000 Speaker 2: of the time of preparation, the patterns that have been established, 165 00:09:55,000 --> 00:09:55,480 Speaker 2: et cetera. 166 00:09:56,040 --> 00:09:58,960 Speaker 1: And you don't really expect kidnappings or violent crime to 167 00:09:58,960 --> 00:10:02,720 Speaker 1: go down first thing in the morning when children are walking. 168 00:10:02,960 --> 00:10:06,200 Speaker 1: But we're really serving them up on a silver platter 169 00:10:06,440 --> 00:10:11,000 Speaker 1: to predators with school routes, which is someone walking to 170 00:10:11,080 --> 00:10:13,280 Speaker 1: school or walking to the bus stop. 171 00:10:13,440 --> 00:10:15,760 Speaker 2: Which is why people have to know about the statistic, 172 00:10:16,040 --> 00:10:18,079 Speaker 2: which is exactly why they have to know so that 173 00:10:18,120 --> 00:10:21,079 Speaker 2: they can put a plan together and prepare within their 174 00:10:21,120 --> 00:10:21,880 Speaker 2: own community. 175 00:10:22,920 --> 00:10:26,520 Speaker 1: Speaking of schools, there is the case of Kirene Horman 176 00:10:27,160 --> 00:10:30,880 Speaker 1: a little boy in the Pacific Northwest that gets taken 177 00:10:30,920 --> 00:10:34,480 Speaker 1: to school, so we're told by his stepmother there's a 178 00:10:34,559 --> 00:10:36,760 Speaker 1: science fear that day, so he's not going into his 179 00:10:36,880 --> 00:10:43,560 Speaker 1: regular class. Then mysteriously disappears. Years have passed, Karen Steel 180 00:10:44,000 --> 00:10:48,560 Speaker 1: has not been found. If what we are told is true, 181 00:10:49,040 --> 00:10:52,600 Speaker 1: he went missing from the school, Marlina. 182 00:10:52,400 --> 00:10:56,040 Speaker 3: Exactly like you said. He was at a science fair 183 00:10:56,080 --> 00:10:58,560 Speaker 3: in the morning, and his stepmom said the last time 184 00:10:58,559 --> 00:11:00,880 Speaker 3: she saw him he was walking on the hallway around 185 00:11:00,880 --> 00:11:02,959 Speaker 3: eight thirty in the morning and that was it. 186 00:11:03,040 --> 00:11:03,920 Speaker 1: His first class. 187 00:11:04,000 --> 00:11:07,080 Speaker 3: He never made it, and the school actually marked him 188 00:11:07,120 --> 00:11:07,720 Speaker 3: as absent. 189 00:11:16,440 --> 00:11:19,600 Speaker 1: It's tax season, and by now I know we're all 190 00:11:19,720 --> 00:11:23,400 Speaker 1: a little tired of numbers, but here's an important number 191 00:11:23,480 --> 00:11:28,520 Speaker 1: you need to hear. Sixteen point five billion dollars. That's 192 00:11:28,559 --> 00:11:32,480 Speaker 1: how much money and refunds the IRS flagged for possible 193 00:11:32,679 --> 00:11:37,960 Speaker 1: identity fraud last year. Here's another number, twenty percent. That's 194 00:11:38,000 --> 00:11:42,600 Speaker 1: the overall increase in identity theft related tax fraud in 195 00:11:42,720 --> 00:11:47,040 Speaker 1: twenty twenty four alone. But it's not all bad news. 196 00:11:47,280 --> 00:11:50,880 Speaker 1: Here's a good number. One hundred million. That's how many 197 00:11:50,960 --> 00:11:55,880 Speaker 1: data points Life monitors every single second. If your identity stolen, 198 00:11:56,080 --> 00:12:00,840 Speaker 1: Lifelocks US based restoration specialists will fix it, backed by 199 00:12:00,920 --> 00:12:05,280 Speaker 1: another good number, the million dollar protection package. In fact, 200 00:12:05,559 --> 00:12:10,280 Speaker 1: restorations guaranteed or your money back. Don't face identity theft 201 00:12:10,360 --> 00:12:14,920 Speaker 1: in financial losses alone. Their strength in numbers with LifeLock 202 00:12:15,200 --> 00:12:20,240 Speaker 1: identity theft protection for tax season and beyond. Join now 203 00:12:20,280 --> 00:12:22,880 Speaker 1: and save up to forty percent your first year called 204 00:12:22,920 --> 00:12:27,000 Speaker 1: one eight hundred LifeLock and use Primo code Nancy or 205 00:12:27,320 --> 00:12:31,720 Speaker 1: go to LifeLock dot com slash Nancy for forty percent 206 00:12:31,960 --> 00:12:36,400 Speaker 1: off terms Aply, thank you LifeLock for being our partner. 207 00:12:37,320 --> 00:12:41,520 Speaker 1: I've seen so many cases where children are abducted en 208 00:12:41,640 --> 00:12:46,360 Speaker 1: route to school or right after school, but specifically en 209 00:12:46,440 --> 00:12:50,920 Speaker 1: route they're absent. The parents don't know. That leads me 210 00:12:51,000 --> 00:12:55,000 Speaker 1: to Tad Cummings. Tad Cummings is actually a high school 211 00:12:55,040 --> 00:13:02,440 Speaker 1: teacher who is married, has had scholnildren. They're grown, and 212 00:13:02,679 --> 00:13:07,079 Speaker 1: he develops an inappropriate relationship with a little girl he's teaching. 213 00:13:08,160 --> 00:13:12,200 Speaker 1: They have one of those teacher conference days. The girl's 214 00:13:12,280 --> 00:13:15,960 Speaker 1: parents didn't know that. They thought she was at school. Instead, 215 00:13:16,360 --> 00:13:22,640 Speaker 1: Tad Cummings abducted her. He is in Tennessee. He's ultimately 216 00:13:22,679 --> 00:13:26,280 Speaker 1: found all the way across the country and the Pacific 217 00:13:26,360 --> 00:13:32,880 Speaker 1: Northwest at some commune style living arrangement. Even the people 218 00:13:32,920 --> 00:13:36,280 Speaker 1: in the commune knew something was horribly wrong. A tipster 219 00:13:36,840 --> 00:13:37,640 Speaker 1: saved her a life. 220 00:13:38,000 --> 00:13:40,400 Speaker 3: In the case of Tad Cummins, I mean, this was 221 00:13:41,040 --> 00:13:45,480 Speaker 3: sort of this long predatory behavior on his part because 222 00:13:45,600 --> 00:13:48,160 Speaker 3: he was he met her, and it wasn't like he 223 00:13:48,320 --> 00:13:51,080 Speaker 3: just one day abducted her. He started to, as they say, 224 00:13:51,120 --> 00:13:56,480 Speaker 3: groom her, and he, you know, he started to develop 225 00:13:56,520 --> 00:13:59,079 Speaker 3: a relationship with her on a very slow basis, and 226 00:13:59,240 --> 00:14:04,400 Speaker 3: he kind of just lured her in and they sort 227 00:14:04,400 --> 00:14:07,800 Speaker 3: of started the secret relationship and then one day they 228 00:14:07,880 --> 00:14:10,719 Speaker 3: just take off together. And there was a part of 229 00:14:10,760 --> 00:14:13,600 Speaker 3: her that you know, may have not even understood what 230 00:14:13,640 --> 00:14:16,160 Speaker 3: was going on, Like she was sort of going along 231 00:14:16,160 --> 00:14:18,280 Speaker 3: with it, knowing maybe deep down that it, you know, 232 00:14:18,480 --> 00:14:19,200 Speaker 3: wasn't a good thing. 233 00:14:20,240 --> 00:14:23,680 Speaker 1: But a lot of kids hold a child responsible not 234 00:14:23,800 --> 00:14:27,160 Speaker 1: at all. So even though she may have had the idea, wow, 235 00:14:27,240 --> 00:14:30,640 Speaker 1: this is this is not normal that I'm with a teacher, 236 00:14:31,480 --> 00:14:35,960 Speaker 1: still she's a child in this scenario, also, the school 237 00:14:36,000 --> 00:14:38,840 Speaker 1: had been made aware. The school has in several instances 238 00:14:38,960 --> 00:14:39,480 Speaker 1: right right. 239 00:14:39,520 --> 00:14:41,920 Speaker 3: They had been made aware of like kissing, and other 240 00:14:41,960 --> 00:14:45,320 Speaker 3: students had witnessed this man kissing this fifteen year old girl. 241 00:14:45,800 --> 00:14:47,720 Speaker 3: And there was one student who even said, i want 242 00:14:47,760 --> 00:14:49,640 Speaker 3: to be taken out of this class. I'm really uncomfortable 243 00:14:49,680 --> 00:14:51,800 Speaker 3: with the relationship between these two. So it had been 244 00:14:51,800 --> 00:14:53,120 Speaker 3: brought up on multiple occasions. 245 00:14:53,320 --> 00:14:54,400 Speaker 1: The school did nothing. 246 00:14:54,520 --> 00:14:57,600 Speaker 3: The school didn't do enough, and the father didn't Her 247 00:14:57,680 --> 00:15:00,920 Speaker 3: father didn't know in a good amount of time. The 248 00:15:00,960 --> 00:15:03,680 Speaker 3: other thing is, even after they had been separated and 249 00:15:03,840 --> 00:15:07,760 Speaker 3: he was suspended from school, she was still talking to 250 00:15:07,840 --> 00:15:11,280 Speaker 3: him via text message and that sort of went overlooked 251 00:15:11,280 --> 00:15:13,560 Speaker 3: as well. So there are a lot of holes in 252 00:15:13,600 --> 00:15:16,480 Speaker 3: this case. And it's definitely never the child's fault because 253 00:15:16,480 --> 00:15:19,720 Speaker 3: they're being overpowered by an adult. But you have to 254 00:15:19,720 --> 00:15:22,960 Speaker 3: be involved from a parental perspective and from the school perspective. 255 00:15:23,000 --> 00:15:24,840 Speaker 3: It has to be a two prong effort. You have 256 00:15:24,920 --> 00:15:25,840 Speaker 3: to be involved. 257 00:15:26,160 --> 00:15:28,520 Speaker 2: One of the things that occurred there, and it's something 258 00:15:28,520 --> 00:15:31,120 Speaker 2: that the school was obviously aware of, is there was 259 00:15:31,160 --> 00:15:34,360 Speaker 2: a one on one relationship between a teacher and a student, 260 00:15:34,600 --> 00:15:38,680 Speaker 2: which just can't be allowed. Teachers can't start spending more 261 00:15:38,720 --> 00:15:41,440 Speaker 2: and more time with one student to the exclusion of 262 00:15:41,520 --> 00:15:44,400 Speaker 2: other students. They're there to teach the class, they're not 263 00:15:44,640 --> 00:15:48,680 Speaker 2: there to focus on the individual. And the school knew that. 264 00:15:48,720 --> 00:15:52,320 Speaker 2: The school ignored that, and it could have been a tragedy. 265 00:15:53,000 --> 00:15:55,200 Speaker 2: It was a horrible incident, but it could have been worse. 266 00:15:55,880 --> 00:16:00,520 Speaker 1: My point is, nobody called the parents smart class. Nobody 267 00:16:00,560 --> 00:16:04,840 Speaker 1: called the parents Adam and said, your child is missing today. 268 00:16:04,920 --> 00:16:10,040 Speaker 1: This is an unexcused absence, calls back. It seems to 269 00:16:10,080 --> 00:16:12,000 Speaker 1: me that should be sop Mark. 270 00:16:12,440 --> 00:16:14,920 Speaker 2: Well, it should Nancy, because we do hear about these 271 00:16:14,920 --> 00:16:17,920 Speaker 2: stories time and time again. So there needs to be 272 00:16:18,040 --> 00:16:22,000 Speaker 2: policies within schools that if children do not come to school, 273 00:16:22,000 --> 00:16:24,040 Speaker 2: that somebody within the family, one of the parents, is 274 00:16:24,080 --> 00:16:28,680 Speaker 2: notified immediately, just to make sure that child didn't disappear 275 00:16:28,800 --> 00:16:30,600 Speaker 2: en route to school, make sure that there is a 276 00:16:30,640 --> 00:16:32,720 Speaker 2: reason for that absence. 277 00:16:32,920 --> 00:16:36,400 Speaker 1: Not only that, not letting parents know the child didn't 278 00:16:36,400 --> 00:16:40,359 Speaker 1: come to class. For instanceing the Kiren Horman case, according 279 00:16:40,480 --> 00:16:44,120 Speaker 1: to the witnesses, the stepmother and the father go to 280 00:16:44,480 --> 00:16:46,240 Speaker 1: the bus stop to get him at the end of 281 00:16:46,280 --> 00:16:48,240 Speaker 1: the day and he doesn't get off, and that's the 282 00:16:48,320 --> 00:16:53,400 Speaker 1: first inkling that something's wrong. So the perpetrator had from 283 00:16:53,480 --> 00:16:57,960 Speaker 1: eight in the morning eight thirty until three thirty, sixty 284 00:16:58,120 --> 00:17:02,080 Speaker 1: miles an hour to get away with that child. Okay, 285 00:17:02,640 --> 00:17:06,080 Speaker 1: so you've got the issue of demanding. If your child 286 00:17:06,160 --> 00:17:08,840 Speaker 1: is not in class and you have not called into 287 00:17:08,920 --> 00:17:12,160 Speaker 1: the school or emailed, you need to be notified your 288 00:17:12,240 --> 00:17:14,840 Speaker 1: child didn't make it to class, i e. The Tag 289 00:17:14,880 --> 00:17:19,480 Speaker 1: Cummings case or the Kiren Horman case. Also, who's picking 290 00:17:19,640 --> 00:17:23,200 Speaker 1: up your children? Either they're getting on a bus. How 291 00:17:23,200 --> 00:17:26,000 Speaker 1: many times have you heard about a child getting on 292 00:17:26,000 --> 00:17:30,520 Speaker 1: the wrong bus or disappearing from the bus line. It 293 00:17:30,760 --> 00:17:32,880 Speaker 1: is home to me. One night, right before I went 294 00:17:32,920 --> 00:17:36,560 Speaker 1: on air at hl N and my makeup artist gets 295 00:17:36,560 --> 00:17:40,040 Speaker 1: a phone call. They can't find her son. They can't 296 00:17:40,040 --> 00:17:43,879 Speaker 1: find them Arlington. She breaks down intoears. We get her 297 00:17:43,960 --> 00:17:48,800 Speaker 1: out to get home. It turned out fine. But he 298 00:17:48,840 --> 00:17:50,879 Speaker 1: had gotten on the bus, a different bus with a 299 00:17:50,920 --> 00:17:53,240 Speaker 1: girl cousin, to go to a church event across town. 300 00:17:53,400 --> 00:17:57,920 Speaker 1: But nobody knew. Why did it take until eight o'clock 301 00:17:58,000 --> 00:18:01,080 Speaker 1: at night? This happened at two thirty before anybody figured 302 00:18:01,080 --> 00:18:04,720 Speaker 1: out he wasn't on the bus. He went a different direction. 303 00:18:05,560 --> 00:18:06,879 Speaker 1: So what can we do? 304 00:18:07,080 --> 00:18:10,280 Speaker 2: Mark, Well, I think again, I keep coming back to 305 00:18:10,320 --> 00:18:12,639 Speaker 2: this number one, give our kids a cell phone so 306 00:18:12,680 --> 00:18:13,840 Speaker 2: that we can call them and find. 307 00:18:13,720 --> 00:18:14,520 Speaker 4: Out where they are. 308 00:18:14,760 --> 00:18:16,800 Speaker 2: I think that certainly that's one thing that we can do. 309 00:18:16,840 --> 00:18:20,359 Speaker 2: We need to start at the very local level. If 310 00:18:20,480 --> 00:18:22,640 Speaker 2: they don't have a policy to notify you when your 311 00:18:22,720 --> 00:18:25,760 Speaker 2: child has not come to school, we need to start 312 00:18:25,800 --> 00:18:28,320 Speaker 2: with the principal and find out if there is a policy, 313 00:18:28,359 --> 00:18:31,360 Speaker 2: find out why the policy wasn't implemented. If you get 314 00:18:31,400 --> 00:18:33,480 Speaker 2: nowhere there, you take it up to the school board. 315 00:18:33,520 --> 00:18:36,240 Speaker 2: You talk to the superintendent of schools. You make sure 316 00:18:36,280 --> 00:18:38,879 Speaker 2: that your school and you are in sync regarding the 317 00:18:38,960 --> 00:18:43,720 Speaker 2: disappearance of children or regarding unexplained absences getting. 318 00:18:43,440 --> 00:18:46,199 Speaker 1: In the car with somebody different at pickup sure, or 319 00:18:46,240 --> 00:18:47,840 Speaker 1: getting on a different bus. 320 00:18:47,560 --> 00:18:50,160 Speaker 2: Sure, which means that you need school monitors. You need 321 00:18:50,280 --> 00:18:53,120 Speaker 2: teachers monitoring the kids getting on and off the buses. 322 00:18:53,440 --> 00:18:55,520 Speaker 2: That children are only able to get into the cars 323 00:18:55,520 --> 00:18:59,280 Speaker 2: of authorized individuals, and if somebody that is unauthorized is 324 00:18:59,320 --> 00:19:02,600 Speaker 2: coming to get that child, either they're stopped in their tracks. 325 00:19:02,920 --> 00:19:05,560 Speaker 1: I think it's on the parent. The teachers are already 326 00:19:05,600 --> 00:19:09,080 Speaker 1: overloaded with classes that are huge. The parent has to 327 00:19:09,119 --> 00:19:11,119 Speaker 1: be the one to go to the school and say 328 00:19:11,680 --> 00:19:14,320 Speaker 1: I don't want my child getting on any other bus. 329 00:19:14,359 --> 00:19:16,480 Speaker 1: I don't want my child leaving with anybody else but me. 330 00:19:16,920 --> 00:19:19,119 Speaker 1: And if my child's on in class, I want to 331 00:19:19,160 --> 00:19:24,760 Speaker 1: be called I mean, take ownership your child's safety. I mean, Adam, 332 00:19:24,840 --> 00:19:27,359 Speaker 1: help me out here. This is your specialty. Yeah. 333 00:19:27,680 --> 00:19:29,600 Speaker 4: If we look at buses, you know, why don't we 334 00:19:29,720 --> 00:19:31,720 Speaker 4: check the kids into the bus. The bus driver knows 335 00:19:31,880 --> 00:19:33,719 Speaker 4: they have a list, right, these are the kids who 336 00:19:33,720 --> 00:19:35,399 Speaker 4: are supposed to be on my bus. If I'm an 337 00:19:35,400 --> 00:19:38,199 Speaker 4: extra student that walks on, you're probably on the wrong bus. 338 00:19:38,359 --> 00:19:40,480 Speaker 4: If I'm missing a student, where is that student? We 339 00:19:40,520 --> 00:19:44,560 Speaker 4: can start pretty quickly, just like enroll and the absence. 340 00:19:44,840 --> 00:19:46,440 Speaker 4: If you're on the bus or you're not on the bus, 341 00:19:46,520 --> 00:19:47,960 Speaker 4: or if we have an extra body on the bus, 342 00:19:47,960 --> 00:19:49,640 Speaker 4: who is this child and where are you. 343 00:19:49,640 --> 00:19:50,239 Speaker 1: Supposed to be? 344 00:19:50,720 --> 00:19:53,119 Speaker 4: And you look at the pickup you know a lot 345 00:19:53,160 --> 00:19:55,600 Speaker 4: of schools even try to push pickup off and away 346 00:19:55,600 --> 00:19:57,840 Speaker 4: from school so we don't have the congestion of traffic. 347 00:19:58,400 --> 00:20:01,000 Speaker 4: Some schools have gone to a permits that the parents 348 00:20:01,000 --> 00:20:03,600 Speaker 4: will put in their windshield dur in the corner to 349 00:20:03,720 --> 00:20:05,560 Speaker 4: show that yes, you know this is a parent, you're 350 00:20:05,560 --> 00:20:07,760 Speaker 4: supposed to be pulling up into the school. But some 351 00:20:07,760 --> 00:20:10,119 Speaker 4: schools are open in the front. It's chaos. You know, 352 00:20:10,200 --> 00:20:12,240 Speaker 4: student will walk down the street to a donut shop 353 00:20:12,359 --> 00:20:14,280 Speaker 4: or you know, a convenience store to get picked up 354 00:20:14,280 --> 00:20:16,480 Speaker 4: by their parent, so there's not the amount of traffic. 355 00:20:16,960 --> 00:20:19,840 Speaker 4: So the older you get sometimes and even in elementary 356 00:20:19,920 --> 00:20:21,800 Speaker 4: we'll see students walk a block or two a way 357 00:20:21,840 --> 00:20:23,919 Speaker 4: to get picked up in a less congested area. And 358 00:20:23,920 --> 00:20:25,280 Speaker 4: it goes back to the serrant. 359 00:20:25,359 --> 00:20:29,480 Speaker 1: Parents can be the white line, correct, Adam. I want 360 00:20:29,480 --> 00:20:33,280 Speaker 1: to talk about violence in the school, keeping your child 361 00:20:33,400 --> 00:20:36,840 Speaker 1: safe in school. For instance, violence in bathrooms. 362 00:20:38,480 --> 00:20:41,840 Speaker 4: Bathrooms are I mean even in the public sitting. The 363 00:20:41,880 --> 00:20:44,000 Speaker 4: list of school sitting a secluded area that not a 364 00:20:44,080 --> 00:20:46,280 Speaker 4: lot of people can see. And so when people go 365 00:20:46,359 --> 00:20:49,240 Speaker 4: into bathrooms even at schools, fights happened there. We saw 366 00:20:49,560 --> 00:20:52,280 Speaker 4: recently back in the state of Ohio, and you know, 367 00:20:52,280 --> 00:20:55,160 Speaker 4: the seventh grader commits suicide in a bathroom and he 368 00:20:55,280 --> 00:20:57,280 Speaker 4: was armed and ready to for bear for potentially a 369 00:20:57,320 --> 00:20:59,240 Speaker 4: school shooting, and he was weighing out do I commit 370 00:20:59,280 --> 00:21:02,080 Speaker 4: suicide because of bullying and in the way I feel, 371 00:21:02,160 --> 00:21:04,560 Speaker 4: or do I commit a school shooting. Things in bathrooms 372 00:21:04,600 --> 00:21:06,720 Speaker 4: are secluded, and it was another student who walked in 373 00:21:06,760 --> 00:21:10,240 Speaker 4: who octumately spooked him that caused him to take his 374 00:21:10,280 --> 00:21:12,959 Speaker 4: own life and so potentially another school shooting. And so 375 00:21:13,000 --> 00:21:15,520 Speaker 4: we look at the issues of these seclusion on bathrooms. 376 00:21:15,520 --> 00:21:17,919 Speaker 4: Do we limit to one person at a time, So 377 00:21:18,160 --> 00:21:20,720 Speaker 4: we look at how we don't put cameras in bathrooms, 378 00:21:20,800 --> 00:21:23,960 Speaker 4: you know, forgodness sakes. So the violence that succring in 379 00:21:23,960 --> 00:21:27,200 Speaker 4: bathrooms is a hard topic in between the privacy right 380 00:21:27,400 --> 00:21:29,119 Speaker 4: versus the unst of students you have to try to 381 00:21:29,119 --> 00:21:29,920 Speaker 4: get to a restaurant. 382 00:21:29,920 --> 00:21:31,359 Speaker 1: The only thing I've been able to come up with 383 00:21:31,359 --> 00:21:34,560 Speaker 1: is bathroom monitors. Right now, we already don't have enough 384 00:21:34,640 --> 00:21:37,480 Speaker 1: money or they're not doling out the money that we 385 00:21:37,640 --> 00:21:42,040 Speaker 1: have to public schools for even teachers and substitute teachers 386 00:21:42,280 --> 00:21:46,880 Speaker 1: much less a bathroom monitor. But right now, in public schools, 387 00:21:47,000 --> 00:21:50,919 Speaker 1: private schools all across the country, bathrooms are the area 388 00:21:50,960 --> 00:21:56,480 Speaker 1: where sex attacks are happening, baitings, even deaths in bathrooms 389 00:21:56,800 --> 00:22:03,680 Speaker 1: at schools. Another issue regard that is school bullying girls 390 00:22:03,760 --> 00:22:08,280 Speaker 1: and boys. We started the issue, and believe it or not, 391 00:22:09,720 --> 00:22:14,160 Speaker 1: pre first that would be kindergarten. When we first encountered 392 00:22:14,359 --> 00:22:16,600 Speaker 1: bullies bullies that young. 393 00:22:17,320 --> 00:22:19,879 Speaker 4: Yeah, and we looked earlier at several bullying, which is 394 00:22:20,040 --> 00:22:22,840 Speaker 4: one way. But you know that the classic, so to speak, 395 00:22:22,880 --> 00:22:26,159 Speaker 4: old fashion is in person. It's because you look different 396 00:22:26,280 --> 00:22:29,080 Speaker 4: or you sound different, you have different colored hair, you 397 00:22:29,240 --> 00:22:32,200 Speaker 4: are different than quote unquote everybody else, or you're shy. 398 00:22:32,400 --> 00:22:35,479 Speaker 4: You're an easy target for the people to exude control 399 00:22:35,520 --> 00:22:37,440 Speaker 4: over or feel good about themselves. They have a group 400 00:22:37,480 --> 00:22:40,760 Speaker 4: mentality about it. You know, this is the classic example 401 00:22:40,800 --> 00:22:43,239 Speaker 4: that you know, parents, something will stick up for yourself. Well, 402 00:22:43,240 --> 00:22:45,719 Speaker 4: if you have four or five or six kids, you know, 403 00:22:45,760 --> 00:22:48,119 Speaker 4: and you're the only person that's, you know, so to speak, 404 00:22:48,119 --> 00:22:50,520 Speaker 4: the odd person out in that group. That's hard. You're 405 00:22:50,560 --> 00:22:52,680 Speaker 4: eating lunch by yourself, and you have a hard time 406 00:22:52,720 --> 00:22:55,359 Speaker 4: getting friends. Maybe you tell teachers or you tell your parents, 407 00:22:55,840 --> 00:22:57,560 Speaker 4: and you know, as we've seen in some of these studies, 408 00:22:57,600 --> 00:23:01,160 Speaker 4: it leads to suicide. It leads to you know, your 409 00:23:01,240 --> 00:23:04,080 Speaker 4: your self esteem is lowered, you don't believe in yourself grades. 410 00:23:04,119 --> 00:23:06,240 Speaker 4: It's it's really a tumbling effect. 411 00:23:06,680 --> 00:23:11,679 Speaker 1: I want to talk about Tye Smallly. I know that 412 00:23:11,760 --> 00:23:13,760 Speaker 1: name rings a bell with all of you. Are you 413 00:23:13,800 --> 00:23:15,200 Speaker 1: familiar with Ty's case? 414 00:23:15,440 --> 00:23:17,640 Speaker 3: Yeah, and you know, Ty was a eleven year old 415 00:23:17,640 --> 00:23:21,720 Speaker 3: boy and who was being consistently bullied, and he did retaliate, 416 00:23:21,800 --> 00:23:24,040 Speaker 3: and and you know, in some cases it stops the bullying, 417 00:23:24,080 --> 00:23:25,800 Speaker 3: but in his case it didn't, and he was the 418 00:23:25,840 --> 00:23:28,480 Speaker 3: one who got in trouble. Ultimately, he got suspended for 419 00:23:28,560 --> 00:23:30,080 Speaker 3: retaliating against his bully. 420 00:23:30,440 --> 00:23:31,360 Speaker 1: And what did he do. 421 00:23:31,480 --> 00:23:34,280 Speaker 3: He felt despondent, and he went home and he committed suicide. 422 00:23:34,840 --> 00:23:37,600 Speaker 3: So it's a really tough it's a tough thing, you know, 423 00:23:37,680 --> 00:23:39,960 Speaker 3: because you want to tell your child to defend themselves. 424 00:23:40,119 --> 00:23:42,520 Speaker 3: Then they do, and then they're they're sort of the 425 00:23:42,680 --> 00:23:45,600 Speaker 3: villain in the whole thing. Yeah, and he we tell schools, 426 00:23:45,640 --> 00:23:47,080 Speaker 3: you know, if you have a student, and let's take 427 00:23:47,119 --> 00:23:49,639 Speaker 3: high for example, probably not in trouble, probably not in 428 00:23:49,640 --> 00:23:52,760 Speaker 3: the Prince's office, probably a pretty okay student, and all 429 00:23:52,800 --> 00:23:54,560 Speaker 3: of a sudden they're getting into a fight or there's 430 00:23:54,560 --> 00:23:56,960 Speaker 3: some sort of altercation, the school needs to look a 431 00:23:57,000 --> 00:23:58,960 Speaker 3: little bit deeper because this might be the time when 432 00:23:58,960 --> 00:24:01,800 Speaker 3: this you know, that students had enough. He's finally decided 433 00:24:01,840 --> 00:24:04,800 Speaker 3: to push back, He decid to overcome his aggressor overcome 434 00:24:04,840 --> 00:24:08,320 Speaker 3: this bullying issue. And now, like Ty Okay, I did it, 435 00:24:09,040 --> 00:24:10,159 Speaker 3: and then I get in trouble. 436 00:24:09,920 --> 00:24:11,640 Speaker 4: Too, So it's like a lose lose situation. 437 00:24:11,840 --> 00:24:13,480 Speaker 1: I did what you told me to do. I stuck 438 00:24:13,560 --> 00:24:15,720 Speaker 1: up for myself, and then I got called to the 439 00:24:15,760 --> 00:24:18,120 Speaker 1: principal's office and suspended. 440 00:24:18,560 --> 00:24:19,600 Speaker 4: Yeah. 441 00:24:19,640 --> 00:24:23,560 Speaker 1: And he was already so fragile after all the bullying, 442 00:24:24,000 --> 00:24:27,640 Speaker 1: wasn't he a little guy, shortened stature and very slight 443 00:24:27,680 --> 00:24:29,640 Speaker 1: and they made fun of him, called him shrimpy. 444 00:24:29,920 --> 00:24:31,320 Speaker 4: Yeah, little tim I think were. 445 00:24:31,280 --> 00:24:34,040 Speaker 1: Some of the Yeah, and it got a lot meaner 446 00:24:34,080 --> 00:24:37,200 Speaker 1: than that with the school bullies. He tried to talk 447 00:24:37,240 --> 00:24:40,080 Speaker 1: to his parents. The parents had tried to intervene. He 448 00:24:40,240 --> 00:24:45,240 Speaker 1: finally fought back, He was punished, was so despondent over 449 00:24:45,280 --> 00:24:47,560 Speaker 1: it he ended up committing suicide. 450 00:24:47,640 --> 00:24:49,639 Speaker 4: Yeah, And I believe his mom also worked for that 451 00:24:49,720 --> 00:24:54,480 Speaker 4: school and was reprimanded by the school for her continually 452 00:24:54,560 --> 00:24:56,560 Speaker 4: saying he's being bullied, we need to do something, we 453 00:24:56,600 --> 00:24:59,240 Speaker 4: need to do something. And you look into his file 454 00:24:59,280 --> 00:25:02,119 Speaker 4: and his file has no documentation he was bullied. There 455 00:25:02,160 --> 00:25:05,640 Speaker 4: is no documentation behind any of the allegations. And so 456 00:25:05,720 --> 00:25:07,879 Speaker 4: it comes to where is there a breakdown of the 457 00:25:07,880 --> 00:25:11,119 Speaker 4: school responsibility to take notice of what's going on to 458 00:25:11,200 --> 00:25:15,800 Speaker 4: provide that safe learning environment for students, to provide an 459 00:25:15,800 --> 00:25:18,080 Speaker 4: area which if you are being bullied, it's not tolerated. 460 00:25:18,320 --> 00:25:21,000 Speaker 4: It's not tolerated in the workplace, harassment is't tolerated, nor 461 00:25:21,040 --> 00:25:23,000 Speaker 4: should bullying be in school. 462 00:25:23,400 --> 00:25:24,200 Speaker 1: Mark What do you think? 463 00:25:24,440 --> 00:25:27,200 Speaker 2: Well, I think that Adams sit on several good points. 464 00:25:27,600 --> 00:25:29,280 Speaker 2: One of the things that parents have to do is 465 00:25:29,280 --> 00:25:32,560 Speaker 2: if they see signs of bullying, if their children become despondent, 466 00:25:32,640 --> 00:25:38,240 Speaker 2: if their grades drop, if they become antisocial, parents need 467 00:25:38,240 --> 00:25:40,320 Speaker 2: to talk to their kids and then determine whether or 468 00:25:40,359 --> 00:25:42,560 Speaker 2: not bullying is going on, and if in fact it is, 469 00:25:42,600 --> 00:25:45,520 Speaker 2: they need to document that information. They need to document 470 00:25:45,560 --> 00:25:48,399 Speaker 2: absolutely everything they can and then get a meeting with 471 00:25:48,440 --> 00:25:51,160 Speaker 2: the school principle and without blowing up at the principle, 472 00:25:51,680 --> 00:25:54,800 Speaker 2: doing it in even tones and in a conversational way, 473 00:25:55,119 --> 00:25:57,480 Speaker 2: talk about what's going on with their child and make 474 00:25:57,520 --> 00:26:00,359 Speaker 2: sure that something gets into that child's record about the 475 00:26:00,440 --> 00:26:03,520 Speaker 2: bullying so that it's not an incident where the parents 476 00:26:03,520 --> 00:26:06,560 Speaker 2: think he's being bullied, the child knows he's being bullied, 477 00:26:06,680 --> 00:26:09,119 Speaker 2: but everybody else's is ignored. 478 00:26:09,440 --> 00:26:13,679 Speaker 1: Another thing is there is strength and numbers in a 479 00:26:13,800 --> 00:26:18,399 Speaker 1: recent incident I investigated there had been a bully, a 480 00:26:18,520 --> 00:26:21,160 Speaker 1: kid that was much bigger than everybody else had been 481 00:26:21,160 --> 00:26:24,320 Speaker 1: held back, I guess, and the bullying had gone on 482 00:26:24,400 --> 00:26:30,040 Speaker 1: with multiple victims over years, but all the parents didn't 483 00:26:30,119 --> 00:26:33,840 Speaker 1: know about each other. When it finally came to a head, 484 00:26:34,680 --> 00:26:40,560 Speaker 1: there were nearly thirty parents whose children I mean thirty 485 00:26:40,680 --> 00:26:44,480 Speaker 1: sets of parents. There's sixty parents whose children had been 486 00:26:44,520 --> 00:26:49,840 Speaker 1: bullied violently by the same kid. And it's not always 487 00:26:49,880 --> 00:26:54,360 Speaker 1: the kid you think it will be. This kid, parents wealthy, 488 00:26:54,760 --> 00:26:58,600 Speaker 1: the dad, a doctor. Nobody wanted to say a word 489 00:26:58,760 --> 00:27:02,520 Speaker 1: until it finally blew up with a nearly fatal incident. 490 00:27:03,240 --> 00:27:07,120 Speaker 1: So I think the strength in numbers if other children 491 00:27:07,359 --> 00:27:10,520 Speaker 1: are being bullied by the same person. But by all 492 00:27:10,560 --> 00:27:14,600 Speaker 1: accounts document it, it just seems you have to do 493 00:27:14,640 --> 00:27:19,560 Speaker 1: a backbend to make school officials admit there's a problem. 494 00:27:19,800 --> 00:27:21,879 Speaker 1: Why is that? Are they afraid they're going to be sued? 495 00:27:22,640 --> 00:27:25,080 Speaker 2: I don't know why that is. I think that they 496 00:27:25,240 --> 00:27:29,200 Speaker 2: probably feel that they've got too much responsibility already as teachers, 497 00:27:29,240 --> 00:27:32,880 Speaker 2: as principals and as administrators. That just the whole idea, 498 00:27:32,920 --> 00:27:35,600 Speaker 2: and we've talked about this a lot that first of all, 499 00:27:35,600 --> 00:27:37,399 Speaker 2: we can't put the burden of the issue on the 500 00:27:37,400 --> 00:27:40,040 Speaker 2: shoulders of the children. It's up to us on all 501 00:27:40,080 --> 00:27:42,440 Speaker 2: of these instances, whether it's at school, whether it's at home, 502 00:27:42,440 --> 00:27:45,800 Speaker 2: whether it's on the playground. We have to take responsibility 503 00:27:45,800 --> 00:27:48,280 Speaker 2: as adults to protect the children. And I think that 504 00:27:48,760 --> 00:27:53,080 Speaker 2: perhaps sometimes those school administrators those principles feel they've already 505 00:27:53,080 --> 00:27:56,280 Speaker 2: got too much responsibility. They're already two tax with the 506 00:27:56,320 --> 00:28:00,080 Speaker 2: resources they have, and they just can't take on that 507 00:28:00,119 --> 00:28:04,040 Speaker 2: what they could would consider the extra burden of bully 508 00:28:04,080 --> 00:28:05,080 Speaker 2: monitoring as well. 509 00:28:05,160 --> 00:28:08,359 Speaker 4: And now at that conversation working in school, as you 510 00:28:08,440 --> 00:28:10,439 Speaker 4: see the other side when you confront let's say the 511 00:28:10,440 --> 00:28:13,119 Speaker 4: bully's parents, and now you have a bullying issue sometimes 512 00:28:13,119 --> 00:28:15,600 Speaker 4: from the parents, my son's not doing that, no, no way, 513 00:28:16,320 --> 00:28:18,280 Speaker 4: who's alleging this? What's going on? And now you have 514 00:28:18,680 --> 00:28:21,000 Speaker 4: a conflict between literally the parents with the school in 515 00:28:21,040 --> 00:28:23,520 Speaker 4: the middle, and they're playing referee to try to determine 516 00:28:24,119 --> 00:28:26,600 Speaker 4: was there bullying, was there not? What's going on? Is 517 00:28:26,640 --> 00:28:27,160 Speaker 4: it happening? 518 00:28:27,200 --> 00:28:27,520 Speaker 1: Is it not? 519 00:28:27,920 --> 00:28:30,119 Speaker 4: And now it again it burdens them and trying to 520 00:28:30,160 --> 00:28:33,639 Speaker 4: investigate who is right here? What is it bullying or 521 00:28:33,680 --> 00:28:36,240 Speaker 4: is it not bullying? And in dealing with the opposite 522 00:28:36,280 --> 00:28:40,280 Speaker 4: set of parents sometimes is a deterrent for a deeper 523 00:28:40,320 --> 00:28:41,440 Speaker 4: dive into what's really going on. 524 00:28:42,240 --> 00:28:49,120 Speaker 1: You know, you can't address school safety without addressing school shootings. 525 00:28:50,880 --> 00:28:54,480 Speaker 1: That is one of your expertise, Adam. The most recent 526 00:28:54,520 --> 00:28:57,840 Speaker 1: one is the Parkland shooting. What went wrong? 527 00:28:58,440 --> 00:29:00,920 Speaker 4: You know, you look at and we've been saying that 528 00:29:00,920 --> 00:29:04,800 Speaker 4: it's September eleventh, right, see something, say something, and we've 529 00:29:05,520 --> 00:29:07,000 Speaker 4: and this is a case where a lot of people 530 00:29:07,040 --> 00:29:10,920 Speaker 4: said something. You had multiple investigations of this year. You 531 00:29:11,000 --> 00:29:15,160 Speaker 4: had people who identified his behaviors as problematic. Yet he 532 00:29:15,200 --> 00:29:18,000 Speaker 4: had managed to really serpentine the system and some of 533 00:29:18,000 --> 00:29:20,640 Speaker 4: the failures they're in to eventually get to the point 534 00:29:20,640 --> 00:29:25,240 Speaker 4: to where he went operational and took a took weaponry 535 00:29:25,280 --> 00:29:27,040 Speaker 4: to school and began to shoot people. 536 00:29:27,760 --> 00:29:30,480 Speaker 1: How did he get back into the school that day? 537 00:29:31,840 --> 00:29:34,120 Speaker 1: I thought schools were supposed to be locked. What was that? 538 00:29:34,200 --> 00:29:36,280 Speaker 1: An open campus? You could just come in and out 539 00:29:36,320 --> 00:29:37,160 Speaker 1: whenever you wanted. 540 00:29:37,840 --> 00:29:39,880 Speaker 4: So even though you have a closed campus, you have 541 00:29:39,960 --> 00:29:41,959 Speaker 4: gates that can be open. He went to that school, 542 00:29:42,160 --> 00:29:44,719 Speaker 4: so he knew, you know where the gates were. If 543 00:29:44,760 --> 00:29:46,880 Speaker 4: the gates are closed, Let's say till one o'clock, and 544 00:29:46,960 --> 00:29:48,760 Speaker 4: let's say it is an early release class. He may 545 00:29:48,800 --> 00:29:50,120 Speaker 4: know the one or two gates that would have been 546 00:29:50,160 --> 00:29:52,480 Speaker 4: opened for students to come out. He would also know 547 00:29:52,520 --> 00:29:55,479 Speaker 4: if students maybe propped one of the gates open so 548 00:29:55,480 --> 00:29:57,120 Speaker 4: that way they knew how to leave. So he had 549 00:29:57,280 --> 00:29:59,920 Speaker 4: very intimate knowledge of that school and how to get in. 550 00:30:00,080 --> 00:30:03,720 Speaker 4: And because he was there, you know, I would speculate 551 00:30:03,800 --> 00:30:06,160 Speaker 4: that probably a lot of people saw him and didn't 552 00:30:06,160 --> 00:30:08,240 Speaker 4: think twice because he had seen him around as a 553 00:30:08,280 --> 00:30:11,560 Speaker 4: student and didn't think or didn't know he wasn't supposed. 554 00:30:11,240 --> 00:30:14,480 Speaker 1: To be there, right, So what can we do as 555 00:30:14,600 --> 00:30:17,600 Speaker 1: parents to protect our children? What do we need to 556 00:30:17,640 --> 00:30:18,800 Speaker 1: look for in a school? 557 00:30:19,560 --> 00:30:21,640 Speaker 4: We need to look Number one, that they have a plan. 558 00:30:22,120 --> 00:30:24,640 Speaker 4: And we're not talking just a generic safety plan. We're 559 00:30:24,640 --> 00:30:27,400 Speaker 4: talking about a plan for multiple instances, whether it's a 560 00:30:27,480 --> 00:30:30,400 Speaker 4: natural disaster, whether it's a fire, and whether it's violence 561 00:30:30,440 --> 00:30:33,560 Speaker 4: on campus mass violence on campus. What is their plan? 562 00:30:33,720 --> 00:30:36,520 Speaker 4: What are they talking to our students about. Is it 563 00:30:36,600 --> 00:30:39,280 Speaker 4: simply just walking down into a classroom or are we 564 00:30:39,320 --> 00:30:41,600 Speaker 4: empowering them to make decisions to maybe get out and 565 00:30:41,600 --> 00:30:44,640 Speaker 4: be able to run away or to escape a dangerous 566 00:30:44,680 --> 00:30:47,400 Speaker 4: situation to be able to overcome an attacker if they 567 00:30:47,440 --> 00:30:49,800 Speaker 4: come in that he or she comes into this classroom 568 00:30:49,840 --> 00:30:53,760 Speaker 4: with whatever weapon, hang, gun, firearm, a knife, a stick. 569 00:30:55,120 --> 00:30:58,760 Speaker 4: What's the empowerment and what is the conversation about keeping 570 00:30:58,800 --> 00:31:01,600 Speaker 4: them out so and seeing in the cameras and all 571 00:31:01,640 --> 00:31:03,840 Speaker 4: the things that we look at, but also the messaging 572 00:31:03,840 --> 00:31:06,680 Speaker 4: to parents. What is a system to let parents know 573 00:31:06,760 --> 00:31:09,200 Speaker 4: here's what's going on, here's where to meet, to pick 574 00:31:09,280 --> 00:31:13,600 Speaker 4: up your child, here's the lines of communication. These types 575 00:31:13,640 --> 00:31:17,760 Speaker 4: of things are really centrific in how you build out 576 00:31:17,800 --> 00:31:18,479 Speaker 4: and away from them. 577 00:31:18,560 --> 00:31:23,240 Speaker 1: Why is there such a knajor reaction against metal detectors 578 00:31:23,280 --> 00:31:23,760 Speaker 1: at school? 579 00:31:24,440 --> 00:31:29,080 Speaker 4: So moor detectors are a very interesting piece of technology, 580 00:31:29,160 --> 00:31:32,240 Speaker 4: we'll call it. You think about an airport, and airports 581 00:31:32,280 --> 00:31:34,720 Speaker 4: are secured. You have one point of entry, one point 582 00:31:34,720 --> 00:31:37,320 Speaker 4: of exit, and that's really the only way you can 583 00:31:37,360 --> 00:31:39,560 Speaker 4: get in is to a molt detector. Whereas a school, 584 00:31:39,640 --> 00:31:42,640 Speaker 4: let's say we set a mode detector. What prevents somebody's 585 00:31:42,640 --> 00:31:44,880 Speaker 4: friend from throwing a backpack over a fence that I'll 586 00:31:45,160 --> 00:31:48,160 Speaker 4: go and pick up later on, or sliding something through 587 00:31:48,200 --> 00:31:51,160 Speaker 4: a window. It becomes very hard to secure a campus 588 00:31:51,160 --> 00:31:54,840 Speaker 4: that is also outdoors that's not contained within a building. 589 00:31:55,440 --> 00:31:56,920 Speaker 4: And then the other side of it is the perception, 590 00:31:57,200 --> 00:31:59,880 Speaker 4: the perception of going through almidor detector, having your bag searched. 591 00:32:00,040 --> 00:32:03,800 Speaker 4: I think today we're because of amusement barks and because 592 00:32:03,840 --> 00:32:05,280 Speaker 4: of the airports. I think we're a little bit more 593 00:32:05,400 --> 00:32:08,200 Speaker 4: used to that. But you know, the mult detectors in 594 00:32:08,200 --> 00:32:11,880 Speaker 4: schools aren't always really efficient or effective. If you have 595 00:32:11,920 --> 00:32:14,640 Speaker 4: a porous school to where they can get weapons of 596 00:32:14,680 --> 00:32:15,960 Speaker 4: some other type in elsewhere. 597 00:32:16,200 --> 00:32:18,680 Speaker 1: You know, I agree with what you're saying, but I 598 00:32:18,720 --> 00:32:21,240 Speaker 1: feel as if it could stop, if it could stop 599 00:32:21,400 --> 00:32:26,280 Speaker 1: one incident, it's worth it because what we have suffered starting, 600 00:32:26,400 --> 00:32:31,160 Speaker 1: you know, even before Columbine really and a string of 601 00:32:31,440 --> 00:32:35,160 Speaker 1: city names, Marlene, when you hear Paducah, or you hear 602 00:32:35,280 --> 00:32:40,520 Speaker 1: Columbine or Park, when you Sandy, you associate immediately with 603 00:32:40,600 --> 00:32:44,560 Speaker 1: a horrific incident in a school. Absolutely, I think it's 604 00:32:44,600 --> 00:32:47,320 Speaker 1: just stop even one of those. I think it would 605 00:32:47,360 --> 00:32:51,959 Speaker 1: be worth it. When our children aren't school, it's completely 606 00:32:52,080 --> 00:32:56,000 Speaker 1: out of our control what happens to them, or is it? 607 00:32:57,560 --> 00:33:00,960 Speaker 1: You must know when your child is not at school 608 00:33:01,360 --> 00:33:06,400 Speaker 1: or does not report to school, have them email you, text, 609 00:33:06,440 --> 00:33:10,200 Speaker 1: you phone you always when your child isn't there, you 610 00:33:10,240 --> 00:33:13,120 Speaker 1: should have already told them they're not coming to school 611 00:33:13,120 --> 00:33:17,480 Speaker 1: that day. Always give the school a list of who 612 00:33:17,600 --> 00:33:22,760 Speaker 1: can pick up your child and a description of their car. 613 00:33:23,800 --> 00:33:28,440 Speaker 1: If that changes, write or email or text the teacher. 614 00:33:28,480 --> 00:33:33,080 Speaker 1: And principle, all visitors must be required to sign in 615 00:33:33,120 --> 00:33:38,200 Speaker 1: and show ID to see your child when at the school, 616 00:33:38,320 --> 00:33:42,680 Speaker 1: Look to see if people are wandering the halls. Find 617 00:33:42,720 --> 00:33:47,320 Speaker 1: out are there background checks on all the employees, including 618 00:33:47,320 --> 00:33:51,600 Speaker 1: the bus drivers. Make sure you know when there are 619 00:33:51,640 --> 00:33:57,520 Speaker 1: school holidays or parent teacher conference days when your child 620 00:33:57,600 --> 00:34:02,720 Speaker 1: should not be at school. Go by the school to see, 621 00:34:03,200 --> 00:34:06,760 Speaker 1: lay eyes on or visit your child when you feel 622 00:34:06,800 --> 00:34:11,839 Speaker 1: like it. If they say no, that's a problem. If 623 00:34:11,840 --> 00:34:15,480 Speaker 1: you need an excuse, take a baby aspirin and give 624 00:34:15,520 --> 00:34:20,560 Speaker 1: them their medicine, bring their water bottle. Take time to 625 00:34:20,719 --> 00:34:24,400 Speaker 1: drive by when they're at recess and put your eyes 626 00:34:24,440 --> 00:34:30,280 Speaker 1: on them. Let's talk about school buses and school bus 627 00:34:30,360 --> 00:34:37,040 Speaker 1: stop safety tips. You must ensure, if possible, an adult 628 00:34:37,320 --> 00:34:39,960 Speaker 1: waits with your children at the school bus stop. You 629 00:34:40,040 --> 00:34:44,960 Speaker 1: know there are plenty of neighborhood watches. What about organizing 630 00:34:45,040 --> 00:34:49,760 Speaker 1: a neighborhood bus watch? Know the path your child takes 631 00:34:49,800 --> 00:34:54,160 Speaker 1: to and from the school bus stop. Talk to your 632 00:34:54,160 --> 00:34:59,920 Speaker 1: school about checking students into the bus. Identify safe houses 633 00:35:00,160 --> 00:35:04,359 Speaker 1: if they exist along the route your child takes, so 634 00:35:04,400 --> 00:35:07,240 Speaker 1: they can run to that house if they need help. 635 00:35:08,960 --> 00:35:12,600 Speaker 1: Children are more likely to trust adults who know their names. 636 00:35:13,560 --> 00:35:17,120 Speaker 1: Don't put their names on their clothing or their backpacks 637 00:35:17,680 --> 00:35:22,920 Speaker 1: where a predator can use that information. If your child 638 00:35:23,000 --> 00:35:25,520 Speaker 1: is approached on the way to or from the bus 639 00:35:25,520 --> 00:35:28,239 Speaker 1: stop or at the bus stop, they need to tell 640 00:35:28,320 --> 00:35:34,440 Speaker 1: their parents, the bus driver, and school officials. You must 641 00:35:34,480 --> 00:35:39,680 Speaker 1: report suspicious vehicles near a bus stop. You must report 642 00:35:39,760 --> 00:35:45,640 Speaker 1: suspicious people near bus stops. Your child must never approach 643 00:35:45,680 --> 00:35:49,839 Speaker 1: a vehicle that stops near a bus stop. Speak to 644 00:35:49,880 --> 00:35:55,040 Speaker 1: your school or the school board about surveillance cameras at 645 00:35:55,120 --> 00:36:00,680 Speaker 1: school bus stops or on the school bus itself. Bullies 646 00:36:01,080 --> 00:36:05,120 Speaker 1: they will always exist. We can't get rid of them. 647 00:36:05,800 --> 00:36:11,359 Speaker 1: But how can we combat or present bullying of your child? 648 00:36:11,480 --> 00:36:16,120 Speaker 1: First and foremost, you must have conversations with your children 649 00:36:16,200 --> 00:36:22,839 Speaker 1: about bullies, about being bullied, and if there are concerns, 650 00:36:23,440 --> 00:36:26,560 Speaker 1: take those concerns to the teachers and make sure you 651 00:36:26,640 --> 00:36:31,640 Speaker 1: get it documented in the child's record. Then bring those 652 00:36:31,680 --> 00:36:36,319 Speaker 1: concerns to the principal and make it non confrontational. You 653 00:36:36,400 --> 00:36:41,880 Speaker 1: are asking for the principal's help. Is your child being bullied? 654 00:36:42,120 --> 00:36:45,760 Speaker 1: Watch for these signs. They refuse to go to school, 655 00:36:46,160 --> 00:36:49,759 Speaker 1: They're afraid of the bus. They suddenly begin complaining of 656 00:36:49,800 --> 00:36:56,040 Speaker 1: stomach eggs, headaches, fatigue, they went the bed. They avoid 657 00:36:56,080 --> 00:37:00,680 Speaker 1: interacting with other children outside of school. We talk about 658 00:37:00,840 --> 00:37:05,520 Speaker 1: feeling alone or not fitting in at school. They seem depressed, 659 00:37:06,320 --> 00:37:14,600 Speaker 1: or they express feelings of helplessness or worthlessness, and most important, 660 00:37:13,760 --> 00:37:23,560 Speaker 1: any communication about suicide. You are the adult. It's your 661 00:37:23,840 --> 00:37:29,640 Speaker 1: duty to be on the lookout to notice signs within 662 00:37:29,760 --> 00:37:35,320 Speaker 1: your child, even unspoken. No one wants to think about 663 00:37:35,840 --> 00:37:41,279 Speaker 1: school shootings. I don't, but I have to and so. 664 00:37:41,440 --> 00:37:45,440 Speaker 1: Do you make sure your school has a plan for 665 00:37:45,760 --> 00:37:51,400 Speaker 1: multiple emergencies. Does the school talk to the students about 666 00:37:51,440 --> 00:37:56,960 Speaker 1: the plan. Does the school empower students to fight back, 667 00:37:57,360 --> 00:38:03,480 Speaker 1: to hide, to flee? Know the system the school uses 668 00:38:03,600 --> 00:38:07,239 Speaker 1: to talk to parents like text or email. Does the 669 00:38:07,360 --> 00:38:13,200 Speaker 1: school practice a drill, just like maybe you had a 670 00:38:13,280 --> 00:38:17,359 Speaker 1: fire drill or a tornado or a hurricane drill, there 671 00:38:17,360 --> 00:38:21,799 Speaker 1: has to be a lockdown drill that they practice with 672 00:38:22,280 --> 00:38:28,719 Speaker 1: your children. It's not scaring them, it's arming them. It's 673 00:38:28,800 --> 00:38:33,120 Speaker 1: empowering them. Find out if they do the drills and 674 00:38:33,239 --> 00:38:40,160 Speaker 1: what the drills are. Also be tunned in to inappropriate 675 00:38:40,520 --> 00:38:46,680 Speaker 1: relationships at school. Listen to your child, Listen to the 676 00:38:46,800 --> 00:38:52,560 Speaker 1: unspoken hints they give you. Teachers should not be having 677 00:38:52,640 --> 00:38:58,120 Speaker 1: individual texting with your child or any child. They should 678 00:38:58,160 --> 00:39:03,479 Speaker 1: not be on their students social media. There are red 679 00:39:03,520 --> 00:39:08,720 Speaker 1: flags even with other students other children that have inappropriate 680 00:39:08,800 --> 00:39:15,280 Speaker 1: sexual behavior or knowledge, particularly in younger children. That's inappropriate. 681 00:39:16,600 --> 00:39:22,680 Speaker 1: Late arrivals to class are excessive absences, changes in personality, 682 00:39:23,719 --> 00:39:28,160 Speaker 1: increased time with one adult referring to a teacher as 683 00:39:28,640 --> 00:39:39,680 Speaker 1: a friend, difficulty paying attention, unexplained disciplinary or academic issues, depression, anxiety, 684 00:39:40,560 --> 00:39:47,240 Speaker 1: self injury like cutting or burning, drug even alcohol abuse. 685 00:39:48,320 --> 00:39:50,400 Speaker 1: I know we don't want to think about it, but 686 00:39:51,640 --> 00:39:57,360 Speaker 1: focus on your child's teachers. Look at their behavior. For instance, 687 00:39:57,440 --> 00:40:01,080 Speaker 1: are they spending more time with your child than other adults, 688 00:40:02,640 --> 00:40:10,320 Speaker 1: close personal relationships with students. That doesn't make sense, singling 689 00:40:10,719 --> 00:40:17,840 Speaker 1: students out for special attention or special privileges, time alone 690 00:40:18,719 --> 00:40:25,160 Speaker 1: with a student, time in private spaces or places with 691 00:40:25,280 --> 00:40:32,520 Speaker 1: a student, flirtatious behavior with a student, off color or 692 00:40:32,560 --> 00:40:37,640 Speaker 1: inappropriate remarks in class, being too permissive with students and 693 00:40:37,800 --> 00:40:44,440 Speaker 1: allowing misbehavior. Be attuned to teachers that engage in peer 694 00:40:44,840 --> 00:40:50,560 Speaker 1: like behavior with the students, giving gifts to students, over 695 00:40:50,680 --> 00:40:59,560 Speaker 1: sharing personal information with students, touching, kissing, tickling, hugging, wrestling, 696 00:41:00,160 --> 00:41:06,880 Speaker 1: or holding students even if they resist. Exchanging personal notes, texts, 697 00:41:06,960 --> 00:41:13,000 Speaker 1: or emails or other communications with a student, taking a 698 00:41:13,160 --> 00:41:20,239 Speaker 1: student alone anywhere, even for ice cream or a soda 699 00:41:20,520 --> 00:41:28,120 Speaker 1: after school, Giving your child rides unsolicited. All of these 700 00:41:28,600 --> 00:41:33,160 Speaker 1: tips are red flags for you, the parent. You know 701 00:41:33,520 --> 00:41:37,880 Speaker 1: most teachers are caring and loving and want the best 702 00:41:37,920 --> 00:41:43,759 Speaker 1: for your child, But it just takes one and you 703 00:41:43,880 --> 00:41:47,480 Speaker 1: won't get a second chance. The damage will be done.