The article presents the story of Hong Sun-young, a teacher at Anseo Middle School in Gyeonggi Province, who recalls the overwhelming experiences she faced on June 7, 2022, during a particularly chaotic class session. Multiple incidents involving students exhibiting severe behavioral issues occurred simultaneously, including one student running out and kicking the door to escape, another engaging in inappropriate behavior for attention, and others facing significant personal crises, such as domestic violence issues and self-harm due to anorexia. This challenging classroom environment prompted her to consider taking a leave of absence but ultimately led her to seek support from a collective of educators known as 'Heart Friends', focused on helping emotionally and behaviorally troubled students.

The difficulties encountered by Hong are not isolated; a survey conducted by the teachers’ union found that an overwhelming majority of educators have experienced similar challenges, with nearly all reporting significant disruptions in their classrooms caused by students with emotional and behavioral disorders. These issues range from non-compliance with school rules to conflicts with peers and verbal abuse. Teachers articulated a consistent feeling of unease when it comes to managing students whose triggers and potential for outburst behavior are unpredictable, contributing to a stressful classroom environment.

As highlighted in the article, the teacher community is banding together to create resources and support systems for managing students classified as emotionally and behaviorally at risk. The current educational framework appears to inadequately address these students' needs, often resulting in a system where they are shuffled between various authorities within the school without receiving the help they truly require. The emphasis is now on finding effective strategies and methods to support both students and teachers, fostering a more stable and productive learning environment for all involved.