December 10th 2024.
During a computer science class at Poltair School in St Austell, 15-year-old Riley Stoddern found himself feeling incredibly bored. As a student diagnosed with ADHD, autism, and severe social and emotional anxiety, Riley struggled to focus and engage in school. Despite receiving therapy and support from Child and Adolescent Mental Health Services, he still found it difficult to participate in class and connect with his teachers.
In an attempt to alleviate his boredom, Riley decided to hack into the school's IT system. This resulted in his suspension for three days, much to the surprise of his father, Daniel Stoddern. As Riley's dad, Daniel was shocked and concerned by the school's response. He couldn't understand why Riley had not received the Special Education Needs (SEN) support that was promised to him. He also questioned how it was so easy for his son to hack into the school's system.
In fact, this was not the first time Riley had been suspended from school. According to his dad, he had previously been suspended for playing games or watching YouTube when he felt intellectually unstimulated. While Daniel did not condone Riley's actions, he couldn't help but wonder if his son's boredom and lack of support were contributing factors.
Daniel had numerous meetings and calls with the school about Riley's special educational needs, as well as those of his siblings. He made it clear that he wanted his children to be closely monitored and supervised in school to prevent them from getting distracted and getting into trouble. However, it seemed that the school had not fulfilled this promise, leading to Riley's suspension.
The letter sent to Daniel by the headteacher, Richard Cardigan, confirmed Riley's three-day suspension and outlined the steps that needed to be taken during this time. This included ensuring that Riley was not present in a public place during school hours, as well as completing any assigned work. Daniel was also made aware of the appeal process and the need for a reintegration interview before Riley could return to school.
When speaking to Riley about the incident, Daniel learned that the teacher in question did not provide much support or interaction with his son. This lack of attention and understanding from the teacher may have contributed to Riley's actions. After all, his SEN plan clearly stated the need for regular check-ins and verbal communication with teachers.
Daniel also expressed concern about the appeal process, as it meant that Riley would miss school while waiting for a resolution. He also questioned the security of the school's network, wondering if it was so weak that a student could easily hack into it. This raised further concerns about the school's ability to protect students' information and maintain a safe learning environment.
In the end, Daniel wanted to make it clear that he did not condone Riley's actions, but he also believed that the school's response was disproportionate and raised more questions than answers. As a parent, he wanted to ensure that his children received the support and supervision they needed to succeed in school and in life.
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