Tatyana Astakhova, the director of gymnasium 89 in Saratov, submitted a letter of resignation after a video in which students made Russophobic statements circulated widely on social networks. Local media described the move as a response to the circulating footage, though it remained unclear whether the resignation was directly tied to the video. The city’s Education Committee stated that Astakhova resigned at her own request, a claim that added to the confusion felt by staff, students, and families. In the days that followed, school colleagues and parents discussed what had happened, how such content spreads, and what it means for leadership and trust within the school community. The episode prompted questions about oversight, classroom culture, and the school’s approach to controversial online material involving students and staff. The wider public discourse around the incident highlighted the responsibilities of school leadership to manage sensitive topics and to safeguard the learning environment from online rhetoric that can affect students and staff alike.
The principal publicly announced the change during a weekend meeting with school personnel and the parents of the pupils. The official position is that Astakhova left the post of her own accord, but the exact connection to the viral video was not made explicit. The gathering, which brought together teachers and families, aimed to address safety, respectful conduct, and the impact of online materials on the school day. Attendees urged openness from administration and clear communication about how similar incidents will be handled in the future, especially given the sensitive nature of ethnic and national topics that have arisen in online discussions connected to the school community. Community members emphasized the need for transparency, consistent discipline, and proactive dialogue to prevent a recurrence that could disrupt learning and trust in the school system.
Another video clip circulated on a Telegram channel associated with a local publication, showing a group of young girls discussing national questions. In the clip, a provocative remark appeared, including the claim that “Armenians and Georgians rule the world.” The clip drew tens of thousands of views and sparked a flood of comments from users debating the content’s implications and the climate in which such statements are made. In the wake of Astakhova’s reported departure, many people raised concerns about how teachers, parents, and students might bear the consequences of online discourse and what steps schools should take to shield the learning environment from harmful rhetoric. The broader conversation focused on curbing harassment, promoting inclusive dialogue, and supporting students as they navigate online information that can influence real-world behavior.
Earlier reports referenced a separate incident in Tashkent in which a teacher allegedly assaulted a boy who wished to speak Russian. This note adds another layer to the broader conversation about language rights, school safety, and the responsibilities of educators in settings where national or ethnic identifiers surface in discussions. Taken together, the sequence of events—administrative changes, viral content, and prior incidents—has prompted discussions about governance, accountability, and the processes that protect students’ well‑being in schools facing heated online conversations.