Reclaiming Authority: A Mixed-Methods Investigation of Student-Initiated Bullying Against Teachers in Lebanese Schools

Student-initiated bullying against teachers has become an increasingly visible yet understudied issue in educational research, particularly in regions like Lebanon, where such dynamics remain largely unspoken. This mixed-methods pilot study explored the experiences of 53 educators working in Lebanese private schools, combining survey responses with in-depth interviews from a purposive subsample of 11 teachers across elementary, middle, and high school levels. Guided by Bronfenbrenner’s Ecological Systems Theory and the Power Relations in Education framework, the study examined how intersecting layers of influence, from classroom interactions to institutional cultures and broader societal norms, and patterns of student-to-teacher aggression. The findings revealed frequent occurrences of verbal defiance, emotional manipulation, and cyberbullying. Many teachers reported feeling unsupported by school administrations and constrained by cultural attitudes that silenced discussions about teacher vulnerability. Educators described emotional exhaustion, professional frustration, and a growing sense of disempowerment in the face of persistent aggression. Their voices underscored the pressing need for structural reforms, including clear policies, sustained training, and a cultural shift that reinforces respect for educators. This research contributes to a broader understanding of the emotional and professional impact of student bullying on teachers and highlights the need for inclusive, context-sensitive strategies that prioritize educator well-being and authority in the school environment.