In the Dominican Republic, the Minister of Education has introduced a code of ethics to improve relationship between students and teachers and school employees.  The aim is for this relationship to be strictly academic and of formative service, and to prohibit any kind of treatment that does not contribute to the integral development of students. The code states for example that the use of social networks and other technological tools for non-academic purposes will be prohibited for school staff in their interaction with students

The video raises concerns about the use of the code of ethics for teachers, as this year 269 cases of sexual harassment have been registered in schools, as well as hundreds of disputes between teachers and parents of pupils. It suggests that relying solely on a code of ethics may not be sufficient, emphasizing the need for a cultural reform within the public education system. This reform should include the involvement of psychologists and counselors, in collaboration with various educational sectors, to address these issues effectively.

The University of Oxford in the United Kingdom has announced a new policy for staff that bans any close personal relationship with students that “transgresses the boundaries of professional conduct”. This comes as regulator the Office for Students works on its regulations for staff-student relationships, launching a consultation on regulating harassment and sexual misconduct in higher education.

According to the head of the Observatory for Higher Education and Scientific Research, there has been an increase in exam cheating by students using mobile phones, lesson notes, or documents prepared for cheating, along with writing on the tables or even on the walls of the exam halls. Some observers instead of writing reports about cheating in exams are rather facilitating it. This can be attributed to a lack of resources and motivation that affects quality teaching along with a culture in which cheating has become normalized.

As schools and universities move to online instruction, the new software Turnitin Originality is designed to support academic integrity by providing tools to students to self-check and correct themselves, and for professors to identify potential misconduct so that they can intervene. When reviewing submissions, Turnitin Originality checks whether the work is similar to other known text, or if there are indications that it was not written by the student. This data will facilitate conversations between instructors and students about how to discover and express their authentic voice.

The assessment watchdog Ofqual figures for the 2017-2018 academic year show 1,539 penalties for malpractice in vocational qualifications, of which 55 per cent were for students, 39 per cent for staff, and 6 per cent for schools and colleges. There were 606 penalties issued to staff, with the most common offense being “improper assistance to candidates”, which accounted for 75 per cent of all penalties. Only 7 per cent of penalties for staff came in the form of suspensions or bans. In 45 per cent of cases, staff received a written warning, while 41 per cent of the penalties involved further training. The most common type of cheating reported was plagiarism, which accounted for 46 per cent of all student penalties, followed by in the use of mobile phones or other communication devices in exams, accounted for 19 per cent.

A qualitative study of twelve Sri Lankan secondary school teachers has found that compared to 10-15 years ago students, current secondary school students are more self-centred and adopt more problematic behaviours in school that are harmful to themselves and others. Student misbehaviour in the classroom includes disrespect for teachers, performing irrelevant classroom tasks and verbal aggression, while school-based misbehaviour reflects disrespect for school authorities, unnecessary use of dangerous drugs and the development and support of inappropriate and harmful relationships.