Q: “A highly regarded prekindergarten teacher with a history of success in special education and community leadership is facing targeted harassment and emotional manipulation at his school. His principal, who previously learned sensitive personal information about him during a carpool trip, has used that knowledge to undermine him professionally, possibly in retaliation for rejecting romantic advances after his wife’s tragic passing. The principal has allegedly encouraged other staff members, including a union representative, to participate in the harassment by using derogatory nicknames and disrupting his teaching. After confronting one of the offenders, the teacher was ordered to leave the school and seek mental health support. Despite his efforts to report the situation through multiple formal channels, including the school board and his union, the stress affects his well-being and professional passion. What research or case studies could help school leadership recognize and address patterns of targeted harassment and constructive dismissal by administrators?”
-Signed, a supportive friend
A: Navigating a toxic workplace can be emotionally and professionally devastating, especially in an educational setting where the focus should be on fostering growth, collaboration, and student success. The situation you describe, where a highly experienced and respected prekindergarten teacher is facing targeted harassment from his principal and staff, is deeply concerning. His efforts to address the issue through official channels are commendable, but the toll on his well-being is evident. It can threaten his desire to continue in a profession that can’t afford to lose any more passionate and committed people.
To support your friend effectively regarding emotional recovery and professional justice, it’s essential to frame the issue clearly and seek evidence-backed approaches to hold the school leadership accountable. Below, I outline strategies grounded in educational leadership research, workplace harassment policies, and constructive conflict resolution.
Defining workplace harassment and power imbalance
The behaviors described—derogatory nicknames, targeted emotional manipulation, and exclusion—fall under workplace harassment and abuse of power. When a principal uses personal information obtained in a position of trust to target an employee, it violates ethical leadership standards and professional codes of conduct in education, and sadly, it happens more often than we’d like to think. Earlier in my career, I struggled with a principal who was jealous of my continued success and, instead of supporting me further, intentionally put roadblocks in my way and created a hostile workplace between me and my colleagues. Once this happened, it was tough to be happy at this job, which ultimately aided my decision to move on. As hard as it was to make this decision, it helped my career.
Research on workplace bullying in education highlights the fact that toxic leadership can severely impact teacher morale, retention, and student outcomes. A 2020 study by B.E Kurtulmuş emphasized how unchecked power dynamics can create a culture of fear, diminishing professional collaboration and productivity. Emotional manipulation, especially when linked to personal trauma, can be considered psychological harassment, a violation of most district policies, and even human rights protections. You can read a summary of the findings here.
The impact of retaliation and targeted harassment
The fact that this principal allegedly involved other staff members to carry out harassment through derogatory nicknames and classroom disruptions suggests a pattern of “mobbing.” Workplace mobbing involves coordinated mistreatment by multiple individuals, often orchestrated by a figure in authority. Studies, such as Leymann’s (1996) foundational work on workplace bullying, indicate that mobbing can lead to severe emotional distress and professional burnout.
Involving the school union representative in the harassment adds another layer of complexity. Unions are meant to protect workers from precisely this kind of mistreatment. If a union representative participates in harassment, it raises ethical concerns about conflict of interest and highlights the importance of a broader investigation by the district.
Constructive dismissal and emotional manipulation
The term “constructive dismissal” describes situations where an employer creates such a hostile work environment that the employee feels forced to resign. In education, this can manifest through psychological harassment, micromanagement, and public humiliation—actions that undermine a teacher’s ability to perform their duties effectively. Here is a spotlight on constructive dismissal from Black Door Law for Employment Law Bulletin.
The principal’s actions, including the inappropriate advances following the teacher’s personal loss and subsequent punitive measures after rejection, could fit this description. The school board must understand the gravity of constructive dismissal, as it carries legal implications.
Steps for advocacy and resolution
The teacher’s approach—filing grievances with the union, HR, and ethics committee while considering a human rights complaint—is proactive and essential. To strengthen his case, here are some recommendations:
- Documentation is critical: Encourage meticulous documentation of all incidents, including dates, times, witnesses, and the specific actions taken by the principal and other staff. If possible, retain copies of any emails or communications, especially the one ordering him to leave the school. Additionally, if he can get snippets of verbal recordings on his phone, this can be very helpful. Audio is good, but video is better.
- Cite district policies and ethical standards: Identify and reference the school district’s code of conduct, anti-harassment policies, and professional standards for school leaders. This helps frame the issue as a personal conflict and a breach of professional obligations. Every district has something about this on the books and it’s important to know what is expected. Most of the time, there is training related to this that happens early after hiring. Unfortunately, it isn’t reviewed as often as it should be. It might be a good idea to look up the union’s policies and standards as well.
- Leverage external expertise: Studies on ethical school leadership, such as the work of Shapiro and Stefkovich (2016) on Ethical Leadership and Decision Making in Education, emphasize the importance of fairness, integrity, and respect in school environments. Providing the school board with such research can reinforce why intervention is necessary.
- Union accountability: Since the union representative is reportedly involved in the harassment, it may be necessary to escalate concerns to a higher level within the union itself. Most professional unions have conflict-of-interest policies that can be invoked here, as well as hierarchies that will help him go outside of the school representative to seek support. At the very least the union representative should be reported and potentially taken out of the position if they can’t behave in a supportive manner as their position implies they must.
- Mental health and self-care: Facing sustained harassment can be emotionally draining, even for a resilient educator with a history of success. Seeking counseling support and professional mentorship can provide emotional relief and strategic guidance. It’s good that he spoke out to a trusted friend who could help him seek the support he needs. Part of this self-care may be seeking employment at different school where the culture isn’t toxic.
Moving forward: A culture of accountability
The goal should be justice for the teacher and a broader cultural shift within the school district. The school board is responsible for addressing leadership misconduct to prevent similar issues in the future. Several studies stress the importance of restorative justice approaches in school leadership—focusing on healing and accountability rather than punishment alone. Here is an article that discusses what these practices are and how they support school cultures.
By standing firm and using personal testimony and well-researched evidence, your friend can continue advocating for a healthier, more supportive work environment. His long history of success and commitment to students makes him a vital asset to his community, and with the right support, he can continue making a difference. At the end of the day, though, if the principal isn’t removed, it may be in his best interest to find a new job in a school that respects and appreciates his contribution to the pre-K classroom.
Have a question that you’d like Career Confidential to answer? Email ssackstein@educatorsrising.org. All names and schools will remain confidential. No identifying information will be included in the published questions and answers.
ABOUT THE AUTHOR
Starr Sackstein
Starr Sackstein is the Massachusetts state coordinator for PDK’s Educators Rising program, COO of Mastery Portfolio, an education consultant, instructional coach, and author. She was a high school English and journalism teacher and school district curriculum leader. She is the author of more than 15 educational books, including Hacking Assessment (Times 10, 2015), Making an Impact Outside of the Classroom (Routledge, 2024), and Actionable Assessment (Routledge, 2026).
Visit their website at: https://www.mssackstein.com/
