I noticed that one of the learners, who struggles with many difficulties affecting various aspects of learning, engages in strange behaviors. This learner suffers from problems in receiving information, understanding it, memorizing it, reading data, organizing it, and even holding a pen. This means that, psychologically, they were outside the capacity for learning, as their cognitive abilities had not been nurtured within the initial acquisition framework. This made any attempt to develop awareness seem completely blocked for them. Moreover, they suffered from complete familial neglect, with their guardian being deeply involved in deceit when communicating with the teacher.
This learner tried to engage with the teacher while receiving lessons with their peers, using all possible means to attract attention. When unsuccessful, they would resort to a state of relative lethargy, silently observing their peers and recording in their memory every other student who was praised or interacted positively with the teacher. They would then attack those students fiercely at the end of the lessons.
These behaviors, especially against classmates, escalated unusually. The teacher even noticed that this learner only attacked diligent, hardworking students, but not all the time. There was a specific time for these attacks: the moment the students left the classroom. After months of observation, the teacher discovered that this learner began attacking even those who occasionally received motivational rewards.
Referring to educational psychology, this learner suffers from obsessive love for the teacher, a condition where the learner feels an intense desire to possess and protect the teacher for themselves alone. They refuse to share the teacher with anyone, not even their peers in the classroom, and cannot tolerate failure or rejection from the teacher. This led them to attack the diligent students, as they saw them receive the teacher's approval while they failed to do so. This created a desire in them to exclude those students from the classroom by any means, even violently, believing that by doing so, they would be excluded from the teacher's life entirely, making the teacher theirs alone.
This learner's situation worsened due to their mother's lack of recognition of the problem. Instead of focusing on diagnosing the issue and attempting to modify the learner's behavior with the support of the educational team, led by the teacher, the mother denied what her son was going through. She accused the teacher of baseless and unrealistic allegations, attempting to present her son as an entirely normal learner. Meanwhile, as the other students progressed in their lessons and participated in activities very well, or sometimes excellently, this learner, unable to perform similarly, became even more violent, often refusing to attend class, citing excuses that had no basis in reality.
I was unable to address this case due to the guardian's refusal to acknowledge what their child was experiencing. The guardian even demonized the teacher in front of the learner to hide the truth from the school environment. This deprived the situation of any immediate intervention to correct it. In a normal scenario, I should have encouraged this learner in every instance, trying to convince them that they were at the same level as their peers, or even better in many cases, by boosting their self-esteem, even if it meant deviating from reality at times.
Instead of focusing on helping this learner escape the cycle of mood swings, self-loathing, jealousy, and disrespect for others, I found myself only convincing them to enter the classroom, due to the harassment and demonization that both the learner and I were subjected to. Sadly, their mother succeeded in pleasing society at the expense of her son and his teacher.