Canary Islands Parents Oppose Proposed Teacher Authority Law

Tensions are rising in the Canary Islands over a proposed law aimed at strengthening teacher authority. During a recent hearing before the regional Parliament’s Education Commission, federations of parent-teacher associations (AMPAs) voiced their strong opposition, arguing that the bill is inadequate and fails to address the core problems facing the region’s schools.

Representatives from the Gran Canaria-Galdós and Fuerteventura federations argue that the law is unnecessary, as existing regulations already protect teachers' authority. They contend that the bill is based on the false premise that teacher authority is eroding—a claim they say is not supported by school data. Instead, the groups argue that the government is ignoring more urgent issues, such as bullying, which affects 10.2% of students, and the link between school harassment and youth suicide. They also pointed to a survey showing that 63% of teachers feel they lack the training needed to identify vulnerable students.

The disagreement centers on how to manage school life. While the regional government and the Popular Party view conflict as a primary concern, families claim they were excluded from the drafting process. The AMPAs are calling for the current bill to be scrapped in favor of a more collaborative approach. They want the Canary Islands School Council to have a greater say and are urging the government to prioritize smaller class sizes and better infrastructure over punitive measures.

Families are particularly worried about how the law will affect students with specific educational needs. They fear the new rules could lead to unfair sanctions, failing to distinguish between disruptive behavior and symptoms of a disability. To address these issues, the groups are proposing the creation of a Coexistence Observatory and a dedicated department for students and families. They maintain that classroom tension is not caused by a lack of authority, but by a shortage of specialized staff, such as psychologists and social workers.

This debate mirrors similar controversies from a decade ago in Madrid, where critics argued that such laws were ineffective at managing the complexities of school life. The AMPAs insist that while teachers deserve support, it should be built on shared responsibility rather than a law that unfairly blames families for the decline in school harmony.