2026/01/18 09:00 Reporter Yang Xin-hui/Taipei Report
In December 2023, a shocking case occurred at a junior high school in New Taipei City where a “sister” instigated her “brother” to slit throats on campus. Last December, the Zhang Wen indiscriminate attack also occurred, and sporadic imitations have begun to appear across Taiwan, such as online threats of premeditated murder and drunk men brandishing knives and shouting threats of murder. Now, the incident of elementary school students wielding scissors has caused concern among parents. Wang Po-Chi Associate Professor of the Department of Criminal Justice and Graduate Institute of Ming Chuan University, stated that teachers can take necessary measures, such as forcibly stopping students, to protect them, which is legal. However, it is best to have video evidence, and the school should also simultaneously investigate the family background.
Wang Po-Chi pointed out that school violence incidents cannot be simply viewed as “behavioral deviations.” It’s necessary to first clarify whether the student may have special needs or mental/emotional disorders (such as ADHD), and intervene through professional assessment and school mechanisms. Even before the assessment is complete, schools still have clear legal tools to take necessary measures; the key is whether they are implemented.
Wang Po-Chi mentioned that Article 24 of the “Precautions for Schools Establishing Regulations for Teachers’ Counseling and Discipline of Students” stipulates that teachers can take necessary mandatory measures to stop or restrain students from attacking teachers or other students, becoming out of control, or damaging property, in order to protect themselves and their classmates. This is legal and should not be punished. If teachers are afraid to intervene for fear of subsequent liability, it may lead to more serious harm. Frontline staff may lack a sufficient understanding of the “legally permissible measures,” resulting in a passive approach.
Regarding how other students should protect themselves, Wang Po-Chi believes that elementary school students have limited self-protection capabilities. Risk management should be led by the school, which can adjust seating arrangements, provide closer supervision, and place high-risk students in areas easily monitored by teachers. Assistance can also be provided through student affairs and academic affairs personnel. If necessary, guardians can be invited to accompany students to class, forming a “teacher plus parent” support mechanism similar to a schedule, which can reduce the risk of unexpected incidents.
Wang Po-Chi emphasized that handling the situation should focus on “cooling down,” avoiding high-pressure accusations or provocative statements such as “You’re here again!” or “Don’t cause trouble!” A neutral tone should be used, maintaining an appropriate distance, confirming the child’s sense of security, and prioritizing the evacuation of other students and removing dangerous objects such as scissors during conflicts to prevent escalation in anger. Students should not stand by and watch, and cross-departmental support should be activated.
Wang Po-Chi also stated that the school needs to simultaneously investigate the family background. If high-risk or vulnerable families are involved, connections to the social safety net and the introduction of external resources can be made. In practice, it is recommended to keep objective records before, during, and after an incident, and to record the entire process if necessary, in order to clarify disputes and protect frontline teachers and students.