ACADEMIC SHAMING/BULLYING

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Teacher Shaming is Teacher Bullying

EDUC 6326 Educational Research and Scholarly Writing Section KS56
Dr. L. S. Spencer
April 7, 2016
Carolyn Elizabeth Barrette

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Teacher Shaming is Teacher Bullying

(Taenarus, 2011)

(Watterson, n.d.)

In the classroom, teachers play perhaps the strongest role in shaping students
experience, through their direct interactions with the student and indirectly by
influencing the nature of peer relationshipsWhile caring behavior on the part
of teachers is recognized as a critical support for student learning, teacher
bullying, like peer bullying, is likely to be associated with a full range of
negative emotional, social, and academic effects that emerge immediately but
persist well into adulthood.
(Zerillo & Osterman, 2011)

A students lament to a listening adult about a certain teacher being so mean or never
wanting to help me typically leads said adult to the inner conclusion that the student is either
overwrought or somehow evading academic responsibility, i.e., the teachers position of
neutrality and professionalism is usually supported over the students complaint. It is when
multiple students independently (without collaboration) make near-identical observations about a
teachers humiliation or shut-down tactics that adults in auxiliary positions to the classroom are
inclined take such claims more seriously. Typically, it is only then that concerns deepen about
whether a more serious issue exists and, if so, whether the heart of the problem, the common
denominator, is the teacher. Peer-to-peer bullying continues to justifiably receive increased study
to determine both level of impact and potential solutions; however, the same efforts for teacherto-student bullying are comparatively rare. As third-party pressures upon teachers mount (e.g.,
to achieve acceptable standardized testing scores), the inclination to and opportunities for teacher

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bullying increase as well. Teacher bullying leaves lasting negative scars upon a student, the
multiple results of which extend well into adulthood. This oft-dismissed concern needs
concerted, increased focus and resolution; shaming, humiliation and other forms of emotional
abuse resulting from teacher-to-student bullying harms all involved, often for a lifetime.
Dr. Ricki M. Boyle of Marywood University notes, Despite the volumes of research on
peer-to-peer bullying, little research has been done regarding teacher to student bullying
[though] educational professionals recognize that bullying and intimidation have a negative
effect on school climate (Boyle, 2012). Several freshly-minted Ed.D.s join Boyle in heeding
teacher bullyings red flags and studying the issue more definitively. Christine Zerillo and Karen
F. Osterman are among them; in a 2010 study at Hofstra University, Zerillo pinpoints two general
types of teacher bullying: denial of access, which includes actions that prohibit a student from
participating in activities or rejection of a student's request, and belittling, which refers to
actions or words that humiliate a student (Zerillo, 2010). Together with Osterman in a 2011
study, Zerillo further reveals that belittling behavior, while often passive, can reach aggressive,
even sadistic levels:
Sadistic bullying involve[s] teachers repeatedly punishing the same
child, humiliating students to stop disruption, being defensive
about teaching style, being spiteful to students or hurting their
feelings, setting students up to be bullied by peers, making fun of
special education students, and using rejection as discipline. These
teachers also disliked a lot of children and frequently suspended
the same child. The bully-victims adopted behaviors that were
more passive in nature, including allowing students to bully each
other, using needless force and permitting class disruptions to
occur without intervening (Zerillo & Osterman, 2011, p. 240).
In peer-to-peer bullying, the student often does not self-report the offense, fearing both the
crossing of a perceived authority and increased odds of continued future abuse. The same is
often true in cases of teacher-to-student bullying. The resulting damage is significant and

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lasting. Teacher bullying can cause students to experience confusion, anger, fear, self-doubt and
[academic] weaknessesBullies [and] victimsare more likely to suffer from anxiety,
depression and loneliness; to dislike school; to have lower self-esteem and poorer relationships
with classmates; and to have poorer academic performance (Zerillo & Osterman, 2011, pp. 240241). Dr. Ann Monroe1 eloquently describes the lasting impact:
In early development, we also internalize how we are treated by
others and what others say about us. These internalizations become
the basis for our identities and our sense of self. When interactions
with others are negative in nature, we develop a negative identity.
In other words, we begin to see ourselves through the same
negative lens as those around us (Monroe, 2009, p. 59).
Given how transparent such negative consequences may appear, it is natural to assume all
educators and caring professionals universally view these behaviors through the same critical
lens. Not so. Teacher colleagues, in particular, can markedly differ in their opinions on such
actions. For example, a participant in the above-referenced Zerillo and Osterman study gives an
outright dismissal to the concept teacher bullying behavior, stating, [A teachers strict
demeanor] doesnt mean that teachers deliberately hurt children or they are uncaring when they
tease or exclude them from activities. They are trying to do their best with a group of students
Depending on the words and attitude of the teacher, it could be considered assertive teacher
behavior (Zerillo & Osterman, 2011, p. 242). Others perceive bullying behaviors as acceptable
to address instructional goals and are open to considering a variety of extenuating
circumstances that could excuse teachers bullying actions. They hold that the priority of
maintaining a disciplined and orderly classroomwarrant[s] using bullying tactics (Zerillo &
Osterman, 2011, pp. 250-251).

1 Assistant Professor of Elementary Education at the University of Mississippi

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Dr. Charol Shakeshaft2 presents compelling refutations to these arguments in her 2004
treatise for the U.S. Department of Education concerning educator sexual misconduct. Citing a
general lack of awareness of teacher bullying as a problem, she observes that teachers general
lack of awareness of these behaviors as well as a reluctance to believe that their colleagues [a]re
actually engaging in them has slowed appropriate research and responses (Shakeshaft, 2004).
Her findings align with those of Zerillo and Osterman, who note the crucial necessity for an
educator response. Leaders need to establish policies and procedures to insure the psychological
well-being of children within the classroom and school; and they need to work with teachers to
create environments where all educators share accountability for the protection of students
(Zerillo & Osterman, 2011, p. 256). Dr. Monroe extends this call to action beyond the individual:
Social institutions, such as schools, have a responsibility to nurture
and guide our youngest citizens; however, all too often, these very
institutions perpetuate the cycle of shame. Acknowledging these
failures and finding ways to stop the cycle are vital steps in the
healing of shame and the healthy development and educational
success of students (Monroe, 2009, p. 66).
Left unchecked, the cycle of abuse will continue and expand, with todays bullied often
becoming tomorrows bullies. As uncomfortable as it is to confront abusers and substantively
provide healing opportunities for the abused, it is imperative we do so.

2 Professor of Educational Leadership at Virginia Commonwealth University

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References

Boyle, R. (2012). Perceptions of adult to student bullying in secondary school settings. ProQuest
LLC
Monroe, A. (2009). Shame solutions: How shame impacts school-aged children and what
teachers can do to help. Educational Forum, 73(1), 58-66.
Shakeshaft C. (2004) Educator sexual misconduct: A synthesis of existing literature. Document
No. 2004-09, US Department of Education.
Taenarus. (2011, August 24). Evil English teacher [Cartoon]. Retrieved from
http://4.bp.blogspot.com/_tMhUpWGZ8RQ/TTEVBaSCJGI/AAAAAAAAAC4/8ivIydP
VFfM/s1600/Evil_English_Teacher_by_Taenarus.jpg
Watterson, B. (n.d.). Wormwood [Cartoon]. Retrieved from
http://static.tvtropes.org/pmwiki/pub/images/wormwood_4949.png
Zerillo, C. (2010, January 1). Teachers and bullying: Developing a deeper understanding of
teachers' perceptions of teacher-to-student bullying. ProQuest LLC
Zerillo, C., & Osterman, K. F. (2011). Teacher perceptions of teacher bullying. Improving
Schools, 14(3), 239-257. doi:10.1177/1365480211419586

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Additional Resources
Brown, B., Ph.D. (2013, September 29). Re: Teachers, shame, and worthiness: A lesson learned
[Web log comment]. Retrieved from http://brenebrown.com/2013/09/29/teachers-shameworthiness-lesson-learned/
Goleman, D., (1992). New York Times article "Shame steps out of hiding and into sharper focus"
quoted in J. Bradshaw, (1993) Healing the shame that binds you. Florida: Health
Communications Inc.
Johnson, D. E. (2012). Considering shame and its implications for student learning. College
Student Journal, 46(1), 3-17.
Kaufman, G. (1992). Shame: The power of caring, 3rd ed. Rochester, VT: Schenkman Books.
Leitch, R. (1999). The shaming game: The role of shame and shaming rituals in education and
development. Queens University of Belfast (Northern Ireland). Report. 1-24.
Tieman, J. S. (2007). The ghost in the schoolroom: A primer in the lessons of shame. Schools:
Studies in Education, 4(2), 39-55.
Turner, J. E., & Husman, J. (2008). Emotional and cognitive self-regulation following academic
shame. Journal of Advanced Academics, 20(1), 138-173.
Twemlow S, Fonagy P, Sacco F and Brethour J (2006) Teachers who bully students: A hidden
trauma. International Journal of Social Psychiatry 52(3): 187198.