The Origin of the Incident

Recently, an incident in China has attracted widespread attention. On October 14, 2024, Miss Xu, a high school teacher at Southwest University Affiliated Middle School, posted a series of irrational and impolite messages in a parent-teacher chat group. Some of her messages included statements like, “Everyone stay away from me,” “If I were dead, you’d have to bow to my body,” and “Get out of my sight.”

Since the incident occurred, authorities immediately launched an investigation. The official report stated that:

1. The teacher has been suspended.

2. The school has already communicated with students and parents, providing explanations.

3. Teaching activities are proceeding as normal.

4. Students are emotionally stable.

However, authorities may not have anticipated that events would not unfold as expected. In fact, many people criticized the notice for deliberately omitting key elements, such as why the teacher suddenly lost her composure, and for focusing solely on the students’ well-being without considering the teacher’s perspective.

“Fact”? or “Rumor”?

Doubt and criticism have continued since this issue came to public attention. Moreover, a concealed “fact” surfaced—that a student’s meal card could not be recharged, leading the parents to confront the teacher at school. However, the authorities immediately denied this claim.

Conclusion and Thinking

We still cannot identify the complete truth behind why the teacher felt so furious, but we can observe some interesting or subtle contradictions between authority and teachers in China today.

It’s clear that not everyone fully accepts the official conclusions. Many oppose the authorities’ excessive favouritism toward parents and students, while placing all blame for this incident on the teacher’s emotional state. In contrast, people are more inclined to understand the teacher’s actual experience and emotions rather than accept a bureaucratic and impersonal report. These reactions may reflect a widely shared sentiment: people seem to understand the immense pressure teachers face, and when a conflict arises, they tend to evaluate it from the teacher’s perspective. Consequently, they do not accept all the information provided by officials.

Finally, when we reflect on this issue itself, determining who is right or wrong or who holds the moral high ground may not be the most important aspect. Instead, we should consider the public's attitudes and reactions. People do not fully trust the official narrative; rather, they are reflecting on the highly passive role teachers occupy in the teacher-parent relationship. People understand that it is entirely normal for teachers to feel anger, yet tradition casts teachers as sacred and gentle moral exemplars. However, in reality, many teachers do not aspire to be idealized role models; instead, they may simply wish to be ordinary people with the right to express emotions reasonably. This questioning of the official response is, in a way, a form of resistance.

Biblography

https://news.qq.com/rain/a/20241016A09Y2T00