\u201cHe\u2019s 5 years old, do you think he\u2019s going to be sitting there reflecting on why he\u2019s at home for four days?\u201d said his father.<\/p>\n
He believed his son meant no harm and had tampered with the switch out of curiosity and impulsiveness.<\/p>\n
The fire alarm was tampered with in November, causing a school wide evacuation.<\/p>\n
A behavioural report from the school provided to the Herald by the father described 22 incidents across nine months last year, including the one with the fire alarm.<\/p>\n
\u201cI heard the fire evacuation bell and saw [the boy] bolt out of the locker room foyer, and I noticed the fire alarm had the red tamper switch on,\u201d a teacher wrote in the report.<\/p>\n
Other incidents included him hitting other children with his lunch box, knocking chairs down off the table, and running outside to urinate on the concrete.<\/p>\n
On one occasion he was asked to put away his toy and join a lesson, so became angry and ran outside. When a staff member went to get him, he scratched her hand, drawing blood, and yelled at her.<\/p>\n
In August, when the boy was not allowed to participate in an activity in class, he \u201cscreamed at me that I was an Fing B\u201d before throwing a rubbish fruit box and storming out of the room, a teacher wrote. He later brought the teacher a flower.<\/p>\n
The father, who has complained to the school board, Ministry of Education, Human Rights Commission and Ombudsman about his son\u2019s suspension, is refusing to send his children to the school until the conflicts are resolved, and has met with another school to discuss transferring his son. <\/p>\n
He said the boy started at the school last year and that he made the school aware of his potential ADHD.<\/p>\n
But in a recent email, the school said the child would be stood down again if any more aggressive incidents occurred. <\/p>\n
\u201c[They\u2019re] pretty much pre-empting that no matter what he does, they\u2019ve already decided,\u201d the father believed.<\/p>\n
He acknowledged his son had behavioural issues, saying he was \u201cnot the perfect child, but he\u2019s got challenges in life\u201d.<\/p>\n
The father had a meeting with his son\u2019s head principal and teacher in November to discuss the stand-down, questioning if the school had taken his son\u2019s suspected ADHD diagnosis into consideration. <\/p>\n
The father believes the school has pre-empted another stand down. Stock Image \/ 123RF<\/p>\n
\u201cIt lasted not even five minutes before they said I needed to leave.\u201d<\/p>\n
He claimed staff told him a diagnosis would not be taken into consideration until it was confirmed. <\/p>\n
Email exchanges show the school saying it made multiple referrals to Resource Teacher Learning And Behaviour (RTLB) about the child\u2019s needs, but the Ministry of Education told the father in an email it had not received any referrals.<\/p>\n
The father wanted his son to be given as much support as possible, with wrap around services and medication. <\/p>\n
\u201cWe just really want [him] to succeed in life and get the best out of the education that is offered to him.\u201d<\/p>\n
The father, diagnosed with ADHD himself, understood the struggle his son was experiencing in his education while being unmedicated, but said he was a \u201cloving, caring kid, he\u2019s full of energy\u201d.<\/p>\n
The father wants his son to have wrap-around support. Photo \/ 123RF stock image<\/p>\n
The chairwoman of the school\u2019s Board of Trustees stood by the principal\u2019s decision to stand down the then 5-year-old. <\/p>\n
\u201cThe Board of Trustees undertook a formal review of the stand-down process in question and is satisfied that the principal followed all required procedures and that the decision was made in line with school policy and legislative requirements,\u201d she said in a statement.<\/p>\n
She declined to comment on the support specifically given in this case, but said the school was committed to supporting the learning and wellbeing needs of all students. <\/p>\n
\u201cWe take both student wellbeing and school safety seriously, and that all matters are handled with care, fairness and in accordance with our obligations.\u201d<\/p>\n
\u201cWhere additional needs are identified, we work closely with wh\u0101nau, teachers, support staff and external agencies to ensure appropriate supports are in place.\u201d<\/p>\n
The school enacts ministry-approved procedures for stand-downs, suspension or exclusion in cases of \u201cextreme misconduct, continual disobedience, and\/or behaviour risking serious harm\u201d, according to the school\u2019s behaviour management policy.<\/p>\n
The policy said stand-downs were approached with flexibility, considering all circumstances and behavioural needs as part of their decision-making.<\/p>\n
The school works with outside agencies if necessary, to plan individual programmes and strategies for students with particular behavioural needs. <\/p>\n
Many parents want a teacher aide in every classroom around the country. <\/p>\n