This case exemplifies the frequent need for principals to negotiate the conflicting demands of parents and teachers. Parents are advocating increased participation in school decision making while teachers are demanding a more secure and isolated environment. Issues of class and race complicate this challenge for many urban administrators. Discussions spurred by this story should inform educators who work both inside and outside of cities about school community relations—especially parental input in schools—micropolitics, difference, and school safety. There are multiple opportunities for role playing, giving students the opportunity to examine this complex case from many angles.
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