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infernalburner · 1 year ago

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Drama Teacher Accused of Bullying Disabled Students at CSAS @ NE HS

Oklahoma City, OK – Mrs. Lauren Peck-Weisenfels, the drama teacher at Classen School of Advanced Studies at North East High School, has come under scrutiny for allegations of bullying and discriminatory behavior towards autistic and physically disabled students. The claims have ignited concerns about the treatment of vulnerable students in the school’s drama department.

A Troubled Past

Four years ago, Mrs. Peck-Weisenfels was a teacher at Classen School of Advanced Studies Middle School. During a virtual class in 2020, she allegedly expressed disdain for teaching autistic and special education students, stating, "I hate teaching autistic & special Ed students!" This remark, reportedly overheard by the mothers of two seventh-grade students, prompted complaints to the school administration.

Despite these allegations, Mrs. Peck-Weisenfels was later transferred to the high school, where she continued to teach drama. Concerns about her behavior persisted as students from her middle school classes advanced to high school and found themselves once again under her instruction.

Current Allegations

This school year, a sophomore student who had previously encountered Mrs. Peck-Weisenfels in middle school was placed in her class due to limited elective options. According to the student and their mother, Mrs. Peck-Weisenfels continued to exhibit unkind and discriminatory behavior. The student, who is physically disabled, was allegedly ridiculed for their inability to keep up with costume-making tasks and was marginalized within the class.

In February 2024, Mrs. Peck-Weisenfels emailed the student's mother, stating her intention to fail the student for wearing headphones in class, even though the student was not being disruptive. The email hinted that Mrs. Peck-Weisenfels felt slighted by the student’s lack of engagement, which the mother attributes to previous verbal and emotional abuse.

The Role of Headphones for Autistic Students

Headphones are a critical tool for many autistic individuals, particularly teenagers, to manage sensory overload. Studies show that about 87% of autistic individuals experience sensory sensitivities. Headphones can help mitigate overwhelming sounds, enabling students to focus better and participate in classroom activities more comfortably.

Despite this, Mrs. Peck-Weisenfels reportedly expressed a desire to fail the student for wearing headphones in class. This attitude reflects a lack of understanding and accommodation for the needs of autistic students, who often use such tools to navigate their environment effectively.

May Incident and Unreported Bullying

In May 2024, tensions escalated further when Mrs. Peck-Weisenfels threatened to fail the student over a makeup project, despite the student attending their grandmother's funeral. This incident, while serious, was not formally reported at the time.

Additionally, another student, who uses a cane due to a physical disability, has been subjected to bullying by Mrs. Peck-Weisenfels and her entourage of students. The bullying has occurred behind the student's back and included mockery of their use of a cane and their social media activities, particularly on Tumblr. These actions were not reported until the evening of May 17, 2024, when the student with headphones informed their mother about the incidents.

The May 17 Incident

On May 17, 2024, Mrs. Peck-Weisenfels and a group of students allegedly taunted the aforementioned student in her office, calling them "lazy," "deaf," "ditzy," "slow," "stupid," and "a hindrance to the drama department." Believing the student couldn’t hear due to their headphones, the group reportedly yelled the student's name mockingly. The student, however, overheard everything but chose not to engage.

The same day, Mrs. Peck-Weisenfels reportedly threw a tantrum, slamming items around the classroom in an attempt to provoke a reaction from the student, who continued to ignore her.

Perpetuating Ableism and Discriminatory Rhetoric

Mrs. Peck-Weisenfels’ behavior is not only harmful to the targeted students but also perpetuates ableist and discriminatory rhetoric among her student entourage. By encouraging and participating in the mockery of disabled students, she is teaching her followers to normalize and perpetuate these harmful attitudes. According to psychological studies, teenagers are highly impressionable, and the behavior modeled by authority figures can significantly influence their beliefs and actions.

The Psychology of Living Vicariously Through Teenagers

Research indicates that some adults feel the need to live vicariously through teenagers, seeking approval and acting like them to fulfill unmet emotional needs or relive their own youth. This behavior can be particularly detrimental when exhibited by educators, as it blurs the boundaries between professional and personal interactions. Statistics show that about 30% of adults who exhibit this behavior struggle with identity issues and seek validation through younger individuals.

For teenagers, witnessing an adult, especially an educator, behave in such a manner can lead to confusion, loss of respect for authority, and the normalization of inappropriate behavior. This can contribute to a culture of bullying and exclusion, as students may mimic the adult's actions to gain favor or avoid becoming targets themselves.

The normalization of such discriminatory behavior can have lasting effects, contributing to a culture of intolerance and bullying. Studies indicate that witnessing or participating in bullying can lead to increased aggression, anxiety, and a distorted sense of empathy among youths. It is crucial to address these issues to prevent the spread of abusive behaviors and to promote a supportive and inclusive environment.

Parental Actions and School Response

Following these events, the student with the headphones relayed the incidents to their mother after school on May 17. The mother promptly contacted Kendall Stills with OKCPS via text message, though no response was received. That evening, the mother filed a formal TIPS report with Oklahoma City Public Schools (OKCPS), detailing the history of bullying and including screenshots as evidence. She also contacted the parents of the student with the cane, encouraging them to email Mrs. Peck-Weisenfels and file a formal TIPS report. The mother included the names of the students in Mrs. Peck-Weisenfels' entourage and mentioned her own student in the report to help corroborate the incidents.

The parents involved are currently awaiting a response from OKCPS. Given that next week marks the last few days of the school year, it is uncertain when or if a resolution will be reached. The allegations against Mrs. Peck-Weisenfels highlight broader issues of inclusivity and respect for disabled students within the educational system.

Broader Implications

The situation at Classen School of Advanced Studies raises important questions about the responsibility of educators to create a supportive and nondiscriminatory environment for all students, particularly those with disabilities. As the community awaits the school district’s response, the case underscores the need for vigilance and advocacy to protect the rights and well-being of vulnerable students.

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infernalburner · 1 year ago

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Exposé of Principal Dr Misti Tope: CSAS @ NE HS In Crisis

Introduction

Dr. Misti Tope, principal of Classen School of Advanced Studies at Northeast High School in Oklahoma City, has been the subject of growing controversy. Allegations of fostering an environment of fear and hostility, coupled with acts of racism, homophobia, transphobia, antisemitism, and misogyny, have surfaced from students, parents, and faculty. This exposé delves into the troubling realities under her administration, providing a detailed account of her impact on the school community and the systemic issues at play.

A Climate of Fear and Hostility

Since Dr. Tope assumed her role, there has been a marked increase in complaints from all corners of the school community. Parents have resorted to organizing private meetups to discuss their grievances, underscoring the pervasive fear and dissatisfaction. Students, feeling unheard and marginalized, have taken to creating petitions such as the "Say Nope to Tope" campaign, highlighting their desire for change.

Aligning with Controversial Views

Dr. Tope's public statements indicate her intent to align the school's educational environment with the views of Ryan Walters, the Oklahoma Secretary of Education known for his conservative and often controversial stance on various social issues. This alignment has raised alarms among many, especially as Walters' views are seen as divisive and not conducive to an inclusive educational setting.

Discrimination and Intimidation

Firing of Teachers

One of the most troubling aspects of Dr. Tope’s tenure is her treatment of teachers of color and LGBTQ+ faculty. She has systematically fired or forced out several teachers of color under dubious circumstances. Notably, Mx. Mustain, a trans teacher nearing tenure, was dismissed without just cause. These actions suggest a deliberate effort to purge the school of diversity and suppress any dissenting voices within the faculty.

Threats Against Female Students

Dr. Tope has also exhibited a disturbing pattern of intimidating female students who report predatory behavior by faculty members. Furthermore, she disbanded an after-school club formed to offer support to students over a broad range of topics, including predatory behavior - threatening to disband any group that seeks to protect itself from predatory teachers. One student reported receiving a threatening call from a private number, during which Dr. Tope did not identify herself but implied severe consequences if the student continued their advocacy. Dr. Tope later admitted to making this call when confronted and it was allegedly condoned by the Oklahoma City Public School District administration per Dr. Tope.

Inappropriate Physical Conduct

Dr. Tope’s misconduct extends to physical interactions with students. She has been accused of groping students during dress code checks, making derogatory comments about their bodies regardless of any actual dress code violations. Her actions have been described as not only invasive but also profoundly inappropriate, contributing to a culture of discomfort and fear among female students.

Racism and Antisemitism

Targeting Black Students

Dr. Tope's administration has been particularly hostile towards black students. She has attempted to disband the Black Student Union (BSU) multiple times and has made openly racist remarks. She has referred to black students as "rats and roaches" and suggested that they are incapable of learning, likening them to goldfish with limited memory. These comments have exacerbated racial tensions and marginalized black students, making them feel unwelcome and undervalued in their own school.

Holocaust Denial

Dr. Tope’s antisemitic views are equally alarming. She is an active Holocaust denier and has disrupted educational programs about the Holocaust. A notable incident involved her removing the son of a Holocaust survivor from the stage during a presentation. By shutting down these important conversations, Dr. Tope undermines educational efforts to teach tolerance and historical accuracy.

Behavior of Dr. Tope’s Son

Dr. Tope’s son, also a student at the school, has contributed to the hostile environment. He is known for carving swastikas and other Nazi imagery around the school and making antisemitic, homophobic, transphobic, and racist remarks. Despite this behavior, Dr. Tope dismisses it, blaming it falsely on influences from anime, and allows her son to skip classes and roam the school freely.

Transphobia and Misogyny

Discriminatory Policies

Transgender students have faced severe discrimination under Dr. Tope’s leadership. She has enforced policies that force transgender students to use restrooms corresponding to their biological gender and dress according to their biological gender. Additionally, she has relocated the gender-neutral restroom several times to make it less accessible, further marginalizing these students.

Double Standards

The treatment of male and female students reveals a disturbing double standard. Male students who have exposed themselves to female students have received minimal punishment, such as detention, while female students reporting these incidents are dismissed as "overemotional" and "dramatic." This disparity not only perpetuates a culture of misogyny but also discourages female students from coming forward with legitimate concerns.

Investigation and Student Perception

Before the publication of this exposé, the Oklahoma City Public Schools (OKCPS) conducted a comprehensive investigation into Dr. Tope's leadership at Classen School of Advanced Studies. This investigation included an anonymous parent survey aimed at assessing Dr. Tope's effectiveness and the level of trust she commands within the school community. Despite Dr. Tope's public efforts to cultivate a friendly rapport with black students (mere hours before the survey was made public), her actions were met with skepticism and rejection by the student body.

Statistical Context

To understand the broader implications of Dr. Tope's actions, it is essential to consider national and state statistics on the issues at hand. According to the 2021 Youth Risk Behavior Survey by the CDC, 36.3% of LGBTQ+ students reported being bullied on school property, and 18.4% experienced physical dating violence. The ADL reported a 34% increase in antisemitic incidents in schools across the U.S. from 2018 to 2021. In Oklahoma, these issues are equally pressing, with numerous reports of discriminatory incidents in schools across the state, highlighting the urgent need for inclusive and supportive educational environments.

Impact of Discrimination on Academic Performance and Mental Health

Extensive research underscores the profound impact of discrimination on academic performance and mental health among high school students. Studies published by the American Psychological Association reveal that experiences of homophobia, transphobia, misogyny, racism, and antisemitism significantly impede academic achievement among adolescents in grades 9 through 12. Moreover, these discriminatory experiences are strongly associated with increased levels of stress, anxiety, depression, and suicidal ideation among affected youth.

For instance, a study published in the Journal of Adolescent Health found that LGBTQ+ students who experienced high levels of victimization based on their sexual orientation or gender identity were more likely to report lower grades and higher rates of absenteeism compared to their heterosexual and cisgender peers. Similarly, research conducted by the National Association of School Psychologists indicates that exposure to racial discrimination contributes to elevated levels of psychological distress and impaired academic functioning among students of color.

Inclusivity Across Demographics

It is imperative to acknowledge the intersectionality of discrimination and its differential impacts across various demographic groups. According to data from the U.S. Department of Education's Civil Rights Data Collection, students from marginalized racial and ethnic backgrounds, including Asians, Hispanics, Blacks, and Native Americans, often face disparities in educational opportunities and outcomes due to systemic inequities. Additionally, transgender and LGBTQIA+ students frequently encounter hostile school environments characterized by harassment, bullying, and exclusion, which detrimentally affect their academic engagement and well-being.

Research in the field of developmental psychology emphasizes the importance of creating inclusive and affirming school climates that validate students' diverse identities and lived experiences. Positive school environments that foster a sense of belonging and acceptance have been shown to promote academic success, psychological resilience, and social-emotional well-being among students from marginalized groups. By prioritizing equity, diversity, and inclusion initiatives, educational institutions can cultivate a culture of mutual respect and support that benefits all members of the school community.

Support Resources

In light of the mental health challenges exacerbated by discrimination and prejudice, it is crucial to provide accessible resources and interventions to support students in distress. School-based mental health services, such as counseling, therapy, and peer support groups, play a vital role in addressing the emotional needs of students experiencing discrimination-related stressors. Additionally, community-based organizations and advocacy groups offer valuable resources, helplines, and crisis intervention services tailored to the specific needs of LGBTQ+ youth, racial/ethnic minority students, and other marginalized populations.

Empowering students to advocate for systemic change and social justice within their schools can also promote resilience and collective empowerment. Educational initiatives that promote diversity education, cultural competence, and inclusive curriculum development contribute to creating equitable learning environments that affirm students' identities and promote social equity.

By integrating evidence-based practices, trauma-informed approaches, and culturally responsive strategies into school-based interventions, educators and mental health professionals can address the multifaceted needs of students affected by discrimination and promote positive youth development outcomes. Through collaborative efforts and sustained commitment to equity and social justice, educational stakeholders can work together to dismantle systemic barriers and create inclusive communities where all students can thrive academically, emotionally, and socially.

Student and Parent Mobilization

The dissatisfaction with Dr. Tope's administration has reached a critical point. Students recently cornered Dr. Tope in her office, an act indicative of their desperation and frustration. A planned walkout threatened to escalate into violence, with rumors of a possible attack on Dr. Tope’s son. Parents and students are organizing and mobilizing independently, indicating a breakdown of trust in the school’s administration.

Administrative and Legal Failures

The response from school resource officers and local police has been inconsistent and troubling. When contacted, the OKCPD and OKCPS Resource Officers provided conflicting accounts of the incidents, revealing a lack of proper communication and coordination. The mishandling of serious allegations internally by the school administration points to deeper systemic issues and raises questions about accountability and transparency.

Conclusion

Dr. Misti Tope’s leadership has led to a toxic environment at Classen School of Advanced Studies. Her discriminatory practices and intimidation tactics have harmed students and faculty, creating an atmosphere of fear and hostility. As parents and students mobilize for change, it is clear that Dr. Tope’s tenure is untenable. For the future of Classen and the well-being of its community, it is imperative that these issues are addressed and resolved promptly. The school needs a leader who fosters inclusivity, respect, and safety for all its members.

For those who may be struggling with depression or suicidal thoughts as a result of discrimination or other challenges, it's important to seek support. The National Suicide Prevention Lifeline provides free and confidential support 24/7. If you or someone you know is in crisis, please call 1-800-273-TALK (8255) or visit their website for more information and resources.

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