Élisabeth Borne, France’s Minister of Education, has found herself at the center of controversy following her abrupt interaction with local educators during her visit to Mayotte after the devastating impact of Cyclone Chido. The incident, which occurred on December 30, 2024, attracted significant criticism across social media platforms, prompting Borne to address the backlash publicly on January 5, 2025.
While on the island, Borne cut short her engagement with two teachers who were expressing their concerns about the educational conditions post-cyclone. Eyewitnesses reported her turning away from the educators, leaving them without any explanation. Video clips of this moment quickly circulated on social media, igniting outrage among many, particularly within educational unions and the general public.
During her appearance on BFMTV, Borne expressed her shock at how "a few seconds of exchange could be exploited on social media, making it seem I was unaware of the difficulties in Mayotte." This remark demonstrated her sensitivity to the criticism but also her belief in the misrepresentation of her intentions. She maintained her awareness of the challenges faced by educators on the island, especially following such disaster.
"Obviously, it’s a mistake not to say goodbye to them," Borne admitted, recognizing her abrupt departure was poorly handled under the circumstances. She attributed her actions to the hectic nature of her official visit, stating, "There is the procession waiting, and I leave this sequence because I am expected and late for another meeting with the education staff who face enormous difficulties.” This explanation was couched within the framework of the demanding schedule of governmental duties but did little to placate critics.
Guislaine David, spokesperson for SNUipp-FSU, the leading primary education union, harshly criticized Borne’s actions, claiming, "The minister does not respond, worse she avoids the debate," reflecting the frustration among teachers who feel unsupported by the government. Educational unions have long alerted authorities to the hardships facing schools on Mayotte due to the cyclone's impacts.
Borne's visit came against the backdrop of Cyclone Chido’s destructive aftermath, which claimed at least 39 lives and left numerous buildings, including schools, severely damaged. Following the cyclone, the French government has been facing scrutiny over its response and aid plans. Amid the discontent, they have proposed initiatives such as installing "tent schools" to accommodate students for the upcoming school year set to begin on January 13, 2025.
Despite these plans, educational professionals like Jean-Rémi Girard, president of Snalc, expressed skepticism. He pointed out the lack of preparedness, stating the rentrée had been announced "before we asked whether we could and how we could do it:" adding urgency to the situation where many educators have lost their homes and require stable housing before resuming work. Similarly, Sophie Venetitay, secretary general of SNES-FSU, stated, "Nothing has been said about the procedures to reopen schools safely,” emphasizing the lack of clarity surrounding the reopening of affected educational institutions.
The controversy surrounding Borne’s visit highlights broader issues of governmental accountability, particularly when addressing the needs of vulnerable regions following natural disasters. Her prior tenures have been marred by accusations of lacking empathy, stemming especially from her time as Prime Minister where she used the controversial Article 49.3 on multiple occasions, particularly during the contested pension reforms of spring 2023.
While Borne strives to course-correct and demonstrate her commitment to education reform, her initial blunders at Mayotte raise questions about her capacity to engage directly with the pressing concerns of educators on the ground. If her recent actions reflect the modus operandi of her government, there’s little doubt the educational community will continue to voice its frustration.
Overall, as Borne navigates her role as Education Minister within the turbulent political climate, the scrutiny of her actions, especially during crisis management, will not wane, urging her to redefine her communication strategy and improve outreach to educational institutions suffering from the dual blows of natural disaster and government neglect.