Navigating Hostility: Supporting Teachers Through Challenging Work Environments

By Cathy Coker

I’d like to introduce you to Mary, a seasoned teacher with a diverse range of teaching experiences. She has worked with students of all ages, from young children to college students, and has even supervised teachers on their journey to certification. With over 40 years of invaluable experience, she is quick to share her knowledge and maintains a positive demeanor. However, Mary now finds herself in a challenging situation: she’s beginning her first year at a new school.

Unfortunately, Mary is experiencing a hostile work environment. Bullying, which was once confined to the schoolyard, has found its way into the teacher’s lounge. But what does this look like, and how can it be identified?

Bullying is defined as unwanted and aggressive behavior that often involves a perceived power imbalance. Mary had initially anticipated joining a team where she would feel supported, valued, and respected. She looked forward to collaborative planning sessions and building meaningful

connections with her colleagues – essentially, forming new friendships and becoming part of a work family.

However, her experience at the new school took a different turn. As she tried to acclimate herself to the school’s procedures and campus dynamics, Mary noticed the presence of cliques. Regrettably, she found herself cast as the unwelcome newcomer. With an air of exclusivity and history, she wasn’t privy to, Mary was left feeling isolated. Her colleagues weren’t providing the support she had hoped for; in fact, they displayed hostility and were uncooperative.

Mary’s involvement in Professional Learning Communities (PLCs) and team meetings grew increasingly uncomfortable. Moreover, her role as a teacher came with the additional responsibility of being the Grade Level Chair (GLC). This position further fueled feelings of resentment within the team. Her three colleagues had formed a tightknit group, resembling a clique or a closed-off unit. They would move together, eat together, and collaborate on lesson plans together, all while purposefully excluding Mary. Despite her attempts to engage and seek advice, her questions were met with silence or dismissal.

Subsequently, the situation escalated with accusations and threats. Interactions among team members grew more tense, particularly as her colleagues refused to acknowledge her in her new GLC role. They even threatened to take their concerns to the administration. Unfortunately, Mary’s enthusiasm for establishing a well organized grade-level communication system was misconstrued as authoritarian behavior. She was falsely accused of being a tyrant, making unreasonable demands, and even yelling at her colleagues.

These accusations shocked anyone who knew Mary, but therein lay the issue: very few truly understood her. The administration sided with the more tenured teachers, leaving Mary feeling defeated. Her authority as a GLC was undermined, and her position within the team was solidified – as an outcast without recourse. Whenever she sought lesson materials or resources, her requests were met with unyielding resistance. The ridicule and negativity persisted, leaving Mary feeling isolated, devalued, and ostracized.

Caught in this state of limbo, Mary faced an additional challenge: maintaining a façade of normalcy for her students. Despite her internal struggles, she continued to smile and pretend everything was fine, concealing her emotional turmoil.

At this juncture, Mary contemplated fleeing the situation and hoping her students would understand if she left after just two weeks of being with them. If you find yourself in a similar situation, it’s essential to seek help. Establish clear boundaries with your team. Remember, you’re all professionals, and while you don’t need to be friends, you must work together effectively. Refrain from taking their behavior personally; their opinions are uninformed since they don’t truly know you. Don’t let them wield perceived power over you – colleagues are peers, regardless of experience. Your input and recommendations hold equal value. You don’t need their validation; your students’ admiration is more than enough.

Be mindful that similar dynamics could be present in your workplace. Pay attention to teachers who isolate themselves during meals or move around the school alone. Let’s remain vigilant and offer assistance to our fellow teachers; they need our support. Teachers already face significant stress, so let’s not allow bullies to exacerbate the situation for our colleagues. A helping hand can significantly reduce emotional tension. After all, teachers shouldn’t inflict pain on each other; instead, they should uplift and empower one another.