Shaniele Higgins | Professional harassment in schools: The silent struggle of teachers and the way forward

In many educational institutions, teachers are expected to uphold the highest standards of professionalism, care, and responsibility. They are entrusted with the safety, development, and well-being of children, often working beyond their formal duties to ensure that students succeed.

However, behind the classroom doors, a less visible issue persists: professional harassment within the school environment.

Professional harassment in schools does not always present itself in overt or easily identifiable ways. It can be subtle, persistent, and deeply embedded in everyday interactions. It may take the form of public criticism, dismissive leadership responses, unrealistic expectations, or a lack of structural support. Over time, these behaviours can create a work environment that feels hostile, isolating, and emotionally draining.

One of the most concerning aspects of this issue is the power dynamic within schools. Teachers often rely on principals and administrators for direction, evaluation, and professional advancement. When that leadership becomes unsupportive or undermining, teachers may feel they have no safe avenue to express concerns.

In some cases, teachers report being told, directly or indirectly, that if they are not wanted, they may be “frustrated out” of their position. This creates an atmosphere of fear rather than collaboration.

EXAMPLES OF PROFESSIONAL HARASSMENT IN SCHOOLS

Professional harassment may include, but is not limited to:

● Being publicly criticised or addressed in front of colleagues, students, or parents in a humiliating manner

● Being given unrealistic responsibilities without adequate support (for example, supervising multiple infant groups alone)

● Having legitimate concerns dismissed or ignored, especially those related to student safety

● Receiving unclear or dismissive responses such as being told to “figure it out” without guidance

● Being denied professional support (for example, references, mentorship, or direction) without reasonable explanation

● Experiencing repeated indirect or direct remarks that undermine professional confidence

● Being placed in situations where failure is likely, then being held accountable

These actions, when repeated over time, contribute to a pattern of behaviour that can be classified as workplace harassment.

LEGAL AND GOVERNANCE FRAMEWORK: THE ROLE OF THE EDUCATION ACT

Within the Jamaican context, schools operate under the framework of the Education Act (Jamaica) and its regulations. While the Act does not always explicitly use the term “harassment”, it establishes clear expectations for:

● Proper management and administration of schools

● Accountability of principals and boards of management

● Duty of care for students’ safety and welfare

● Professional conduct within the school environment

Under this framework:

● Principals are expected to provide leadership, direction, and oversight

● Boards are responsible for ensuring that schools are properly managed and that staff are treated fairly

● Schools must ensure that students are adequately supervised at all times

Where teachers are placed in situations that compromise supervision or safety, or where professional conduct is not upheld, these may raise concerns under the governance expectations of the Act.

AVENUES TEACHERS CAN USE FOR SUPPORT

Teachers are not without options. It is important to be aware of the professional and legal avenues available:

● Internal Communication: Raise concerns respectfully with the principal and document all interactions

● Board of Management: Submit formal complaints where issues remain unresolved

● Jamaica Teachers’ Association (JTA): Seek representation, guidance, and support

● Ministry of Education (Regional Office): Report concerns related to school management, safety, and leadership practices

● Ministry of Labour & Social Security: Address workplace harassment and unfair labour practices

● Industrial Disputes Tribunal (IDT): Escalate unresolved disputes or cases of unfair treatment

● Office of the Public Defender Jamaica: Report abuse of authority within public institutions

● Legal Counsel: As a last resort, pursue formal legal action where necessary

One important concept teachers should be aware of is constructive dismissal, where working conditions become so difficult or hostile that a teacher feels forced to resign. This may result from ongoing harassment, lack of support, or sustained professional undermining.

HOW TEACHERS SHOULD RESPOND PROFESSIONALLY

While experiencing harassment can be frustrating, it is critical that teachers respond in a manner that maintains their professionalism:

● Remain calm and composed in all interactions

● Communicate concerns clearly and in writing

● Avoid confrontational or disrespectful responses

● Focus on facts rather than emotions

● Continue to carry out duties responsibly

● Keep detailed records of incidents, dates, and responses

● Seek support through appropriate channels rather than remaining silent

Responding professionally protects the teacher’s credibility and strengthens their position if the matter is escalated.

Definitely, professional harassment in schools must be acknowledged and addressed. Educational environments should be spaces of mutual respect, clear communication, and shared responsibility. Teachers should feel supported by leadership, not undermined by it.

Equally, teachers must approach these situations with professionalism, using the systems and structures available to them. When both accountability and professionalism are upheld, schools can become environments where both teachers and students thrive.

Ultimately, supporting teachers is essential to supporting students. A respectful and well-managed work environment is not optional, it is necessary for effective teaching and learning.

- Shaniele Higgins is an educator and public speaker. Email feedback to columns@gleanerjm.com