Allegations of Misconduct As A Teacher
In May 2005 Benson-Pope stood down from cabinet after allegations that he had physically abused students while teaching at Bayfield High School in the 1980s. The allegations included charges he stuffed a tennis-ball in a student's mouth and taped his hands to a desk, threw tennis balls at students' heads, caned a student until he bled, and smacked a student in the face with the back of his hand on a school camp, making his nose bleed. Benson-Pope strongly denied the accusations, but Helen Clark temporarily relieved him of his portfolios. When the Speaker Margaret Wilson decided that the privileges committee had no case to address, Benson-Pope regained all his former portfolios apart from Associate Minister of Education.
In November 2005 the media reported that no prosecution would take place – despite police finding there was a prima facie case that he had assaulted students.
Investigate magazine in February 2006 published further allegations of improper behaviour during Benson-Pope's teaching days. It said he forced students to stand outside for lengthy periods in their nightwear for misbehaviour during a school camp in the 1980s. An update on the magazine's website also claimed that Benson-Pope had entered the female dormitory and showers in 1997 while 14-year-old girls were undressed. Benson-Pope dismissed the allegations as nonsense.
Parents complained about these and other incidents, and the school headmaster at the time says he discussed the complaints with Benson-Pope. Benson-Pope issued a public statement on 28 February 2006 saying that although a discussion had taken place, he had not seen a written complaint until the day before. He apologised in Parliament to his former students, while maintaining he had done nothing inappropriate.
Read more about this topic: David Benson-Pope
Famous quotes containing the word teacher:
“Parents do not give up their children to strangers lightly. They wait in uncertain anticipation for an expression of awareness and interest in their children that is as genuine as their own. They are subject to ambivalent feelings of trust and competitiveness toward a teacher their child loves and to feelings of resentment and anger when their child suffers at her hands. They place high hopes in their children and struggle with themselves to cope with their children’s failures.”
—Dorothy H. Cohen (20th century)