Restoring the Guardian: Celeste Hedequist on the Routine Activities of School Safety
Criminology offers a simple but powerful explanation for why crime happens, known as the “Routine Activities Theory.” It posits that a transgression requires three elements to converge in space and time: a motivated offender, a suitable target, and—crucially—the absence of a capable guardian. In her latest policy analysis, Celeste Hedequist applies this theory to the classroom, arguing that the rise in school violence is effectively a crisis of guardianship.
In the modern school environment, the role of the “guardian” has become diluted. Teachers are overburdened with administrative tasks, standardized testing pressures, and large class sizes. As a result, the “absence of a capable guardian” has become the norm in many unstructured or high-stress moments during the school day. This vacuum allows the “motivated offender” (a student struggling with aggression) to exploit a “suitable target” (a vulnerable peer).
Celeste Hedequist proposes a policy overhaul that re-centers the teacher and administrator as the primary, active guardians of the school ecosystem. This is not about asking teachers to be security guards; it is about asking them to be emotional regulators and vigilant observers. The proposal suggests that when a teacher is disengaged, stressed, or reactive, they abdicate their guardian role. Even worse, a teacher who uses shame or humiliation actually becomes the offender, disrupting the safety of the entire room.
To restore effective guardianship, Hedequist’s plan calls for “outcome determinative measurements.” Leadership is evaluated based on their ability to maintain a safe environment, preventing the convergence of offender and target. This requires a shift from reactive punishment to proactive presence. By implementing mandatory de-escalation training, schools ensure that guardians have the tools to intervene effectively.
Furthermore, the proposal suggests that when guardianship fails—evidenced by rising aggression or negative student feedback—the school must step in with support and, if necessary, surveillance. This ensures that the “Routine Activity” of the classroom is one of learning and safety, rather than opportunity for violence. By focusing on the adult’s responsibility to guard the space, Celeste Hedequist argues we can dismantle the triangle of violence before it takes shape.
To read the full details of this transformative approach, you can view the complete proposal here: A New Policy Proposal for Reducing Violence & Aggression in the Classroom: A Focus on Leadership Responsibility for Outcomes
