The Impact of Educator Sexual Misconduct on a School Community and Its Organizational Culture

• In Event: Research, Remedy, and Repair: An Administrator’s Guide to Preventing School Employee Sexual Misconduct

Abstract

In an increasingly fast-paced world inundated by social media and immediate internet access, the role of the school leader has grown more complex. The challenge of creating an enriched educational environment in which all students can thrive, as well as protecting students from acts of harassment, aggression, or abuse, seems to increase every day. To be sure, no students attending school should fear for their personal safety or that of their friends. Likewise, no parent or guardian should be reluctant to trust the school with the care and education of their child. In analyzing the numerous ethical theories and extant scholarship, it is evident that educator sexual misconduct remains a serious threat to schoolchildren.

According to the United States Department of Justice, it is difficult to estimate the total number of children who are sexually abused each year (National Sex Offender Public Website, 2024). The National Children’s Alliance estimates that more than 236,600 children may suffer sexual victimization each year (2024). In the United States, 1 in 20 boys and 1 in 5 girls will be sexually abused before reaching adulthood (National Center for Victims of Crime, 2024). Several recent studies estimate between 11.7 and 17% of students are sexually abused by school personnel.

This investigation seeks to add to the body of knowledge examining educator sexual misconduct through the experiences of the school principals who supervised educators who lost their teaching certificates due to such misconduct and the impact on the community. This unique perspective may shed light on the ethical lapse that occurred and posit future course of action to prevent this type of sexual abuse and harassment from occurring at school. Understanding how educator sexual misconduct extends beyond the student harm to the entire culture of the school provides a perspective for the organization as a whole and the organizational cultures as a whole.

It is clear that educator-student sexual relationships have a damaging effect on the student victim and his/her family (Shakeshaft, 2004). Less clear is the effect these relationships have on fellow educators, school leaders, and the entire school community. This dissertation study documents the collateral damage that may result from an educator’s decision to engage in a sexual relationship with a student and is encapsulated in the research question posed below. Additionally, this study seeks to provide greater insight to school leaders regarding the impact these relationships may have on the school and community.

Author

• Elisabeth M. Krimbill, Texas A&M University - San Antonio