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Teachers and school staff warn of worsening student behavior; urge more BCBAs, counselors and aides
Summary
Teachers, counselors and behavioral technicians told the Merced City School District board that daily aggressive incidents — including hitting, biting, eloping and evacuations — are disrupting instruction and endangering staff and students. Speakers asked the board for more behavioral specialists, counselors, and clearer pathways for alternative placements.
Staff and parents urged the Merced City School District Board of Trustees on Oct. 14 to act quickly on what teachers described as an escalating crisis of student behavior that is undermining instruction and staff safety.
Multiple classroom teachers, a school psychologist and behavioral technicians detailed recurring incidents that they said have become routine: students screaming, hitting, kicking, biting, throwing furniture and repeatedly “eloping” from classrooms. Kristen Peterson, a school psychologist with 12 years in the district, described how trauma and early childhood adversity can rewire children’s stress responses: “When a child experiences persistent chaos or neglect, their developing brain adapts to prioritize immediate survival,” she said, urging early intervention and settings that teach regulation rather than merely seeking compliance.
The Merced City Teachers Association’s spokesperson, Diane Pus, framed the evening’s testimony. She read a statement from a kindergarten teacher who wrote that aggressive episodes had forced classroom evacuations, left teachers and aides injured, and made it impossible to deliver instruction. “We need more trained behavioral specialists, trauma-informed interventions, and district-level support,” the teacher’s letter said.
Several teachers asked the board to expand access to board-certified behavior analysts (BCBAs), hire more counselors and full-time classroom aides, and authorize one-on-one supports where necessary. Tula Lopez, a behavioral technician, said staff are “stretched thin” and that even when multiple adults respond to crises, some students continue to present unsafe behavior.
Teachers and district staff also called for clearer, faster procedures to move students to alternative settings when their behaviors are extreme and persistent. Rab Bonstein, a teacher of 19 years, said staff are repeatedly asked for more data before services are deployed: “When a student is suspended 10 times before the first month and a half of school, isn’t that data?” he asked, urging the district to streamline decision-making so students and staff receive timely supports.
Board members and the superintendent acknowledged the concerns and said staff would bring follow-ups. Trustees asked for clarification about which schools are most affected, how many staff hours are spent on behavior documentation, and the district’s plans to expand BCBA coverage and aides. Superintendent Stocking said the district would meet with teams to identify next steps and report back to the board.
The speakers emphasized the connection between behavior, student learning and attendance. Several noted that high rates of chronic absenteeism and low literacy are linked to unstable learning environments and that staff turnover increases when teachers feel unsafe. The public comment period included requests for concrete budget figures and written timelines for proposed actions. The board did not adopt any immediate new policies at the meeting but agreed to follow up with staff reports.
