Part II

Foul deeds will rise,
Though all the earth o’erwhelm them, to men’s eyes. 

HAMLET – WILLIAM SHAKESPEARE

In a secluded corner of the school of performing arts, emotions flowed and fluctuated like the acts of a play, within an exclusive theatre class for women. The Teacher, a man whose name resonated on large screens, exuded an aura of cinematic prestige. He occasionally graced the media with interviews and talks, adding to his reputation. The news of him mentoring these talented women promised to shine like a guiding light amidst a sea of possibilities. His impressive history, collaborating with the world’s foremost director and contributing to outstanding productions, painted an exhilarating horizon. It filled the students with dreams of achieving greatness and a fervor for what could unfold by the end of the course.

However, as the narrative unfolded, discordant notes began to weave themselves between the lines of the script. The figure of the assistant teacher, a serene contrast amid the tumult, often bore an expression that seemed to harbour emotional tempests. The once-vibrant students now appeared shrouded in shadows, their enthusiasm akin to candles flickering against the wind. The Teacher, adept at public presentations and charisma, revealed an unsettling subtlety. His ease in front of a microphone contrasted starkly with his altered behaviour within the classroom and during meetings with the staff.

A prominent character emerged: a Romani student, her introverted spirit and yearning for a sense of belonging led her to feel like a peripheral figure on the stage. In search of solace, she confided her sorrows to her voice teacher, seeking the understanding that eluded her elsewhere. However, an abrupt twist in the plot followed. The Teacher responded with ignorant stereotypes and racist comments, triggering a deeper spiral of alienation for the young girl. Camaraderie and respect evaporated, leaving behind only melancholy and isolation.

The pivotal moment materialised at the onset of the new year. The air grew heavy with tension and conflicts. Ironically, the Teacher who had initially chosen the Romani student for a role now singled her out as a mismatch within the cast. The notion of expelling her took root in his mind, a decision he intended to discuss in a more relaxed setting, perhaps a local bar. Nevertheless, the voice teacher intervened, insisting that the conversation occur within the school’s premises.

Simultaneously, another narrative thread began to weave itself. The assistant teacher, overwhelmed by hostile treatment, hurtful comments, and unrelenting pressure to meet expectations, eventually broke her silence. She expressed she would rather be punched than to keep on enduring such treatment. Tearfully, her heart heavy with fear, she opened up to the school director, recounting the heart-wrenching details of degrading comments and humiliation that had prevailed. The scene was imbued with an air of desperation and exhaustion.

As the curtain looked like it was about to come down, a new chapter unfurled with the introduction of external professionals. Two authoritative figures, agents of change, stepped onto the stage. The Teacher was relieved of his duties, and a Compliance investigation was initiated—a term unfamiliar but laden with gravity.

Weeks morphed into exhaustive interviews, meticulous scrutiny of actions, and a reflective journey for all parties involved. The assistant teacher went on medical leave, her absence a silent testament to the emotional toll the situation had exacted. The students, ensnared by the shadow of past events, glimpsed a spark of hope in the revitalised horizon. A substitute teacher assumed the role, breathing fresh life into the classroom and rekindling their dormant passions.

The climax culminated in a rehearsal that reverberated like a rejuvenated symphony. In the presence of the substitute, the students exuded renewed energy and infectious happiness. Among them, the Romani student emerged as a beacon—her transformation visible to all, an embodiment of the power of a nurturing and secure environment.

The final resolution took an unexpected turn. The director took centre stage, announcing the Teacher’s return, stating that the show must go on. Emotions clashed—tears, panic, and anger painted a canvas of human reactions. Yet, three students, possibly driven by a sense of duty and loyalty to him, accepted the mandate.

The ultimate act of this narrative manifested in interviews and statements, as the teacher endeavoured to cast himself as a victim, placing blame on the assistant teacher and announcing her resignation. However, the conflict did not conclude there. A pivotal flaw in the narrative surfaced—a compliance presumed to exist but not fully realised or exercised. The true magnitude of the problem lay in the absence of an enduring culture of compliance and a superficial grasp of its mechanisms.

The moral of this tale is how a mismanaged compliance converted protectors into abusers. Absence of communication, fear of legal repercussions, and negligence instead of nurturing a safe, healthy environment created a rift through which suffering filtered. In this narrative, the abuser continues to hold his position, emboldened by unchecked psychological manipulation. The school, preoccupied with preserving its prestigious image, fixates on silencing the victims rather than extending support, validating emotions, and acknowledging experiences. Compliance isn’t mere verbiage or a cursory remedy; it’s an enduring, comprehensive commitment, demanding nurturing and practice to shield and empower those it serves. Does the ordeal become more arduous for victims to comprehend and report when the situation or organisation is exposed in the media? What safeguards exist for victims within a non-existent compliance framework?