By John Q. Hosedrinker 
Photos of a wooden box, purportedly used for student “time outs” at St. Regis Mohawk School, sparked outrage and prompted a school district investigation. The district initially claimed the box was not used, but parent accounts and police involvement contradicted this statement. The school board has since launched an independent investigation and is cooperating with the New York State Department of Education, which will monitor the removal of all such boxes. The superintendent and other key figures have been placed on leave as the community demands answers and expresses concerns about historical mistreatment.
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The outrage among Akwesasne parents is palpable, and for good reason. The recent circulation of photos depicting a “time out box” within a school in the region has ignited a firestorm of concern and condemnation. This isn’t just a matter of a classroom being less than ideal; it’s a stark reminder of practices that feel antiquated, potentially harmful, and deeply unsettling. The very idea of a physical containment chamber, reminiscent of something out of a Dickens novel, in a modern educational setting is jarring.
The immediate reaction is one of disbelief and horror. The comments reflect a collective gasp, a visceral reaction to the image of a child being placed in a confined space, a box. Many people express shock, questioning the judgment of those involved in designing, constructing, and potentially using such a device. The comparisons to the “chokey” from *Matilda* are spot-on, painting a picture of a punitive and isolating environment that runs counter to everything we know about positive child development and education. It’s not a matter of a simple misunderstanding; it’s a fundamental breach of trust.
The details are especially troubling. The fact that the box appears to be unfinished, a wooden crate, evokes a sense of primitive harshness. Some feel that even if the intent was to provide a space for reflection, the execution is utterly wrong. Instead of a safe haven, it presents a potential for trauma and psychological damage. The thought that multiple individuals signed off on this idea is infuriating. The fact that the school district initially said the box *hadn’t* been used at St. Regis school doesn’t alleviate the concerns. This incident, regardless of use, is a significant misstep.
The geographical and jurisdictional complexities add another layer of confusion. The Akwesasne territory straddles multiple borders, leading to questions about who holds authority, who oversees the school, and who is responsible for the well-being of the children. It begs the question: is it on tribal lands but not administered by tribal members? This article is focused on a specific region, and this area’s concerns are a high priority.
The potential for this to be seen as a form of cultural insensitivity is clear. The suggestion that this is happening to native children and that the perpetrators believe they can get away with it because of their race is deeply offensive and needs to be addressed. It highlights the importance of cultural awareness, understanding, and the crucial role of Indigenous voices in shaping the educational experiences of their children.
It’s clear that this is being seen as a place of punishment, rather than a place for a child to calm down and compose themselves. Some argue that a space for calming and self-soothing, like a sensory room, could be a much better option, where children can decompress. The fact that the box lacks any comforting features, such as a window, lights, or a way to stay entertained, further underscores the punitive nature of the device.
The comments also reflect a spectrum of past experiences and perspectives. Some individuals share their own memories of similar situations, recalling the fear and isolation they felt when subjected to these kinds of disciplinary measures. The mention of detention cubicles and the cry box from years past underscores the long-standing prevalence of these methods and the lasting impact they have had on individuals. There is a sense of anger directed at the perceived lack of judgment.
There is a sense of frustration with the current state of classrooms. Some commentators question what other option the teachers have with violent children in the classroom. This raises the question of how to handle disruptive students in a way that is safe and supports their needs. Some also recognize that it can also be difficult to deal with the needs of special needs children without the support and intervention of the proper diagnoses and medication.
The fact that the school district is conducting an independent investigation and cooperating with the New York State Department of Education is a crucial step. It also underlines the gravity of the situation and the importance of accountability. The key now is for the investigation to be thorough, transparent, and lead to decisive action. Those responsible for the creation and consideration of using the box, should have their licenses revoked.
The prevailing sentiment is that this situation is unacceptable. The expectation is that the individuals involved will be held accountable and that the school district will take concrete steps to ensure that such a situation never happens again. The parents are clearly demanding better, and they deserve nothing less. The overall message is clear: this is a violation of trust, and the community will not tolerate it.