When the Adults Become the Bullies: The Alarming Rise of Teacher Misconduct in UK Schools
When we speak about bullying in schools, we typically picture peer-to-peer conflict—name-calling, exclusion, or intimidation among students. But an unsettling trend has emerged across social media and parent forums in the UK: growing allegations of teachers engaging in behaviour that pupils and parents are calling bullying.
From withholding toilet access to public humiliation and shouting, these stories highlight a different kind of power imbalance—one rooted in authority, control, and the absence of adequate oversight.
🚫 Denied Basic Rights: The Toilet Controversy
Perhaps the most widely reported—and emotionally charged—example involves students being denied access to toilets during lessons.
Multiple viral TikToks, Twitter threads, and media reports have exposed the practice of teachers refusing toilet requests, even when pupils are menstruating, feeling unwell, or have medical conditions. One student in Greater Manchester reportedly soiled herself in class after being denied permission to go to the toilet—leaving her traumatised and humiliated. Her parent shared:
“My daughter asked repeatedly and was told no. She had to sit in her own mess for the rest of the lesson. She hasn’t been back to school since.”
Other parents have echoed this, describing instances where children were left distressed, embarrassed, or even afraid to attend school due to rigid toilet policies.
Even more troubling are reports that pupils have been given "toilet passes" only under medical documentation, or told to “hold it until break,” regardless of personal need. In one incident, a teenage girl was reportedly told she was “making excuses” when requesting to leave class to change her sanitary product.
While schools must manage behaviour and reduce unnecessary disruptions, denying access to basic bodily needs crosses a safeguarding line. Toileting is a human right, not a privilege, and policies that infringe upon it risk causing physical and psychological harm.
📣 Verbal Aggression, Humiliation & Intimidation
Another area of concern is the use of aggressive language, shouting, or public shaming by teachers as a form of discipline. While maintaining classroom order is essential, there’s a growing body of complaints suggesting some educators cross the line into bullying behaviour.
The Guardian recently investigated claims at a leading London academy where pupils were allegedly:
Screamed at in front of their peers
Told they were “failures” or “stupid”
Forced to stand for long periods as punishment
Mocked for emotional reactions, including crying
Parents reported their children coming home anxious, withdrawn, and in some cases self-harming due to the stress caused by the school environment. These disciplinary approaches may be seen by some staff as “firm but fair,” but they are often interpreted by students as abusive and degrading.
👀 Power Imbalance and the Role of Authority
It’s important to recognise that teachers hold a unique position of trust and authority. When that power is misused—intentionally or not—it can have deep psychological consequences.
Unlike peer bullying, which may be addressed through conflict resolution, bullying by a teacher can feel inescapable. A child may fear retaliation, disbelief, or being labelled a troublemaker. Often, pupils don't report these incidents at all, believing “no one will believe me against a teacher.”
This silence allows harmful behaviour to continue unchecked, particularly in schools where safeguarding policies are unclear or poorly implemented.
📊 Why Is This Happening?
Several systemic issues contribute to the rise in teacher-related bullying:
Understaffing and underfunding: Many schools operate with stretched resources and high staff turnover. Overwhelmed teachers may resort to rigid control tactics to manage large classes, especially where behaviour is challenging.
Top-down pressure: A focus on grades, Ofsted ratings, and performance metrics often leads to punitive behaviour management systems designed to keep order rather than nurture growth.
Lack of trauma-informed training: Without adequate training on safeguarding and child development, teachers may fail to recognise when their behaviour is harmful or disproportionately harsh.
School-wide discipline policies: Some academies have implemented “zero tolerance” policies that prioritise strict rule enforcement—such as banning toilet use or silent corridors—at the expense of pupil wellbeing.
🧠 The Impact on Young Minds
When a teacher becomes the bully, the damage runs deep. Students affected by these behaviours are more likely to experience:
Severe anxiety or school refusal
Trust issues with adults and authority figures
Shame and low self-esteem
Difficulty concentrating or engaging in learning
Long-term mental health conditions such as depression, panic disorders, or trauma
In extreme cases, children may seek alternative education, including homeschooling or special provisions, to escape emotionally unsafe environments.
✅ What Needs to Change?
It’s time for schools to acknowledge that bullying can come from the top down and to take active steps in addressing it:
Clear safeguarding policies that explicitly address adult-to-child conduct.
Regular staff training in trauma-informed practice, child rights, and restorative behaviour management.
Open reporting systems for students and parents to raise concerns anonymously and safely.
Review of toilet and uniform policies, ensuring they respect pupils’ dignity and health needs.
Ongoing dialogue between schools, students, and families to ensure practices remain ethical, inclusive, and child-centred.
💬 Final Thoughts
We entrust our children to schools not just to educate them academically, but to nurture their emotional, physical, and social wellbeing. While the vast majority of UK teachers are dedicated professionals, the actions of a minority can erode trust, damage lives, and tarnish the profession.
It's time to shine a light on institutional bullying—not just between pupils, but between adults and children. Every school must commit to building a culture where safeguarding comes before scoring and where respect flows in both directions.
Because no child should feel unsafe, unheard, or unimportant in the one place that’s meant to prepare them for life.
