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Poor Grades, Absent Students, and an 'Unexaminable' Case

Published January 14, 2026, 08:18
Poor Grades, Absent Students, and an 'Unexaminable' Case

The article discusses the challenges faced by schools in secondary education mid-way through the first semester regarding student assessment. Cases of students with systematic absences, misconduct, and potential reduction in conduct grades are discussed. School administration teams will make recommendations to the teaching staff for appropriate 'penalties', while teachers insist they are not imposing punishments but offering opportunities for improvement. Conversely, students perceive the behavior of teachers as an exercise of power and violence. The article explores the gap between the two sides and questions how it can be bridged. One of the proposed steps is to combat the stigma of 'failure' within the education system. It is emphasized the need for teachers to accept that failure is relative and that poor grades or absences may be part of the students' maturation process. At the same time, young people are called upon to recognize the difficulties and not fear responsibility, virtue, or balance. The author shares a personal memory from their adolescence, where instead of answering the exam questions, they expressed philosophical thoughts against school oppression, resulting in being marked as 'unexaminable'. This incident is used as an example of the need for communication and understanding between students and teachers.

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