Schools are often seen as places where young minds are nurtured, values are instilled, and futures are shaped. However, there’s an often overlooked reality that exists behind the walls of staffrooms a place that should ideally be a hub of collaboration and encouragement. Unfortunately, in many schools, staffrooms become spaces of silent tension, subtle exclusion, and unspoken power struggles, especially for newcomers or junior staff. Based on firsthand experience, this blog sheds light on the toxic culture that sometimes develops among educators themselves. Senior or more dominant teachers may gang up, create cliques, and marginalize those who don’t “fit in” with their unspoken norms. This behavior includes emotional undermining, cold shoulders, whispered judgments, and excluding someone from informal decision-making or friendly banter. For new teachers trying to establish themselves, this creates not only stress but deep emotional isolation.

What makes this issue so serious is not just the emotional harm it causes the teachers involved, but the broader message it sends to students. When children see their teachers treating each other with disrespect or exclusion, it contradicts the very values of peace, empathy, and respect that they are being taught in the classroom. Students are extremely observant, and the hypocrisy doesn’t go unnoticed. This internal bullying also harms the overall school environment. It creates a culture of silence, where junior staff hesitate to speak up or innovate out of fear of being judged or isolated. The cycle of fear and exclusion spreads like a quiet poison, damaging team morale and the potential for creative, compassionate education.

But how does this connect with bigger issues like violent extremism, social division, and peacebuilding?

The link may not be immediately visible, but it is very real. One of the early roots of extremism is alienation. When individuals feel excluded, ignored, or powerless in their environment, especially environments that are supposed to be just and nurturing, they can become angry, withdrawn, or emotionally fragile. For students who grow up in such environments, this can lead to confusion, disillusionment, and mistrust of systems that claim to care for them. Moreover, when teachers themselves model unhealthy power dynamics, domination, silencing, or exclusion, they may unintentionally teach students that these behaviors are normal or acceptable. This contradicts everything that peace education stands for.

On the other hand, when school staff uplift one another, work in harmony, and resolve conflicts with mutual respect, they model a peaceful society. They teach students how to deal with disagreements through dialogue and understanding. They show that differences in opinion or background should never justify exclusion or humiliation. Peacebuilding starts within our everyday interactions and that includes the ones we think students don’t see. This blog is a call to action for school leaders and educators to reflect inward. A peaceful school cannot exist without a peaceful staffroom. By fostering inclusion, empathy, and professional respect among teachers, we can shape a generation that doesn’t just learn about peace but lives it.

About the Author:

This blog is written by Noor Fatima as a part of the Virtual Media Competition under the #FarqParhtaHai initiative, showcasing youth voices and creative expressions for social impact.