W
hy is it that certain teachers believe they have the right to comment on their students’ physical appearances, contact them on dating apps, inquire about their sex lives, and even attempt to engage in unwanted sexual acts? A shocking discovery from a report I co-authored reveals that nearly all cases of teacher-to-student sexual harassment occur within the school premises, suggesting the presence of a culture of tolerance in some schools throughout the UK and Ireland.
Under no circumstances should teachers engage in gestures, jokes, or discussions about sex or any sexual topics with their students, except for formal biology and personal health education. When we advise students to cover their bodies out of “respect for male staff,” we are essentially conveying the message to young girls that inappropriate behavior from teachers is to be expected. When school staff inform students that their sex lives and reputation are being discussed among themselves, we are implying that commenting on and objectifying young individuals is acceptable. By dismissing reports of misconduct as mere “trouble making” or “exaggerations of harmless behavior,” school administrators undermine the validity of teenagers’ feelings and create an environment in which their concerns are ignored.
There are primarily two reasons why individuals engage in sexual harassment. Some may be unaware of the problematic nature of their comments and actions, while others are aware but believe they can escape consequences.
If these dynamics also exist within school settings, two potential solutions emerge. Firstly, we must provide comprehensive training for teachers. While all secondary school staff bear a responsibility to ensure the well-being of children and are trained to identify signs of overt sexual abuse, they may not necessarily be educated on what constitutes sexual misconduct falling outside the realm of physical contact. Reporting mechanisms should not rely on incidents escalating to sexual touching or more severe forms of abuse before taking effect.
Secondly, it is crucial to create an environment in which staff members feel empowered to identify harassment and feel comfortable speaking out against their colleagues. It is an uncomfortable truth that individuals who exploit their positions to victimize students can often possess charismatic and likable personalities, as confirmed by research on harassment across various contexts. Our inclination to overlook problematic behavior due to our perception of someone as a “good person” blinds us to red flags that would otherwise be unacceptable.
When teachers lack sufficient training to identify harassment and boundaries remain ambiguous, individuals are left to weigh the severity of incidents before deciding whether to report or discuss them. This, coupled with a lack of reporting procedures for bystanders that do not depend on teachers directly approaching school administrators—who may be friends with the harassers—leads to concerns among staff members. They worry that being wrong about a report could potentially harm the career of an otherwise commendable teacher, while also risking personal isolation within the workplace.
Harassers become more emboldened when their behavior is tolerated or accepted. Thus, the only way to eradicate sexual harassment in schools is by fostering an environment where we actively condemn inappropriate conduct. Schools should enforce zero-tolerance policies for boundary violations and require reference checks to include confirmed instances of such violations or allegations of sexual harassment. While teachers deserve investigations that establish the veracity of allegations, including these incidents in references enables schools to identify patterns of behavior. Additionally, schools should emphasize that bystanders bear a responsibility to report harassment and prioritize the safety of children over the potential discomfort of their colleagues. Establishing a national database accessible to all for confirmed instances of harassment or sexual misconduct perpetrated by school staff is imperative.
Students should also receive education on specific examples of sexual harassment. Young people often possess a binary understanding of inappropriate sexual conduct. For instance, one respondent recounted how a male teacher consistently flirted with her, touched her, and gave her special attention throughout her entire school experience. She initially found it “cool” due to his perceived attractiveness, but upon reflection, she recognized the unusual attention began when she was only 13 years old. Finally, accessible support and counseling services should be available to students and staff members who report harassment, without relying solely on the school as the initial point of contact.
While the majority of teachers are exceptionally dedicated and prioritize the well-being of their students, it is essential to acknowledge that teachers possess significant influence over some of society’s most vulnerable individuals. Extensive research consistently demonstrates that individuals who experience sexual abuse during their childhood are more likely to face health problems and shorter lifespans as adults. Furthermore, when harassment and abuse stem from individuals in positions of trust, victims may encounter challenges in developing healthy, trusting, and loving relationships devoid of manipulation and abuse. Even if there is just one teacher in a school exhibiting such behavior, it is one teacher too many.
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Kate Dawson is a lecturer in psychology at the University of Greenwich
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