Warning: This story contains references to suicide along with racist and sexist language readers may find distressing.
The teaching profession in the UK is often described as one of passion, dedication, and a deep commitment to nurturing the next generation. However, beneath this façade, there is a growing crisis where teachers, particularly in schools under increasing pressure from OFSTED (the Office for Standards in Education, Children’s Services and Skills), are being subjected to institutionalised bullying. This issue, which manifests in both subtle and overt forms of racism, sexism, and managerial abuse, has led to widespread psychological harm, driving some teachers to the brink of despair and even suicide.
The driving force behind much of this toxicity, teachers say, is OFSTED’s high-stakes inspection system. Its relentless focus on results and performance is creating an environment in which schools are forced to prioritise ratings over staff wellbeing. This article will explore how pressure from OFSTED is contributing to a culture of fear and institutionalised bullying, drawing on real-life stories from teachers who have suffered in silence.
OFSTED’s Role in Creating a Toxic School Culture
OFSTED is the regulatory body that inspects educational institutions in the UK to ensure standards are met. However, its increasing emphasis on academic performance and its punitive rating system are putting immense strain on schools. For teachers, this often translates into a culture of intense scrutiny, where any perceived underperformance can lead to humiliation, professional isolation, or outright bullying. The fear of being rated “inadequate” by OFSTED can push senior leaders to adopt authoritarian management styles, creating hostile work environments.
In Maya’s* case, her first job as a teacher soon became a nightmare. As she walked down the corridor of her new school, she did not expect to be racially abused by her own colleagues. Referred to as the “n-word” and other racist slurs, Maya was made to feel that she did not belong. She recalls one instance where she was hidden from parents’ meetings, allegedly because of her skin colour. The bullying didn’t end there. Her male colleagues subjected her to sexist comments, describing her as having “blowjob lips” and suggesting that she would need to “bend over a desk” to get promoted. Incidents like these, happening almost daily, became unbearable.
Maya was eventually forced to leave the school, signing a Non-Disclosure Agreement (NDA) as part of her exit. This NDA came with a substantial financial settlement — a payment she describes as “money to keep quiet.” Maya’s story reflects a disturbing trend within schools: financial settlements being used to silence teachers who have experienced severe workplace bullying. According to a Sky News investigation, more than 320 current and former teachers across the UK have shared similar experiences of bullying, with over 119 having signed NDAs. Collectively, these payouts have cost school budgets over £1.73 million, diverting funds away from pupils’ education.
The Use of NDAs to Silence Teachers
The use of NDAs to suppress bullying allegations is a growing concern. The National Education Union (NEU), the largest teachers’ union in the UK, has confirmed that NDAs are routinely used in financial settlements involving teachers. These agreements are not just a legal mechanism to protect schools from reputational damage but also a way to prevent any thorough investigation into the nature of the allegations. Phil Clarke, NEU president, has criticised the practice, stating that it is inappropriate for public institutions to use NDAs to cover up bullying or prevent public scrutiny of how funds are allocated.
For Maya and many other teachers, the pressure to accept these settlements is overwhelming. Often left feeling worthless, isolated, and emotionally drained, the prospect of a financial payout offers a way to escape the toxic environment. But this comes at the cost of their voice — they are legally bound not to discuss their experiences, perpetuating a culture of silence that allows bullying to continue unchecked.
The mental health toll is staggering. Sky News found that over a third of the teachers they interviewed had experienced suicidal thoughts as a result of the bullying. In some cases, teachers went as far as planning or attempting suicide. The weight of abuse, combined with the lack of institutional support and the pressure to perform in the face of OFSTED inspections, leaves many teachers feeling trapped in a cycle of despair.
The Bullying of Teachers in Academy Schools
Academisation — the process of converting state schools into academies — has also been identified as a key factor contributing to the rise in teacher bullying. When a school is rated “inadequate” by OFSTED, it is often forced to become an academy. Under the academisation model, schools are run more like businesses, with CEOs and boards of directors wielding considerable power. Teachers frequently describe these academies as corporate environments that lack the professional respect and safeguarding measures typically found in other sectors.
Tracy*, a teacher with 25 years of experience, found herself targeted by management when her school became an academy. Despite her senior leadership role and dedication to her job, she was put on a performance plan, which she quickly realised was a tactic to force her out. “Performance plans” in many schools have become a code for disciplinary action — a tool used to weed out teachers who are seen as not fitting the new regime.
Tracy describes the experience as devastating. The bullying she endured from senior management left her suicidal, unable to function even at the most basic level. Like Maya, she eventually accepted a financial settlement and signed an NDA to leave the school. Her story highlights a pattern where academies, under pressure to meet OFSTED’s standards, target experienced teachers who challenge their methods or who may be seen as too expensive to keep on payroll.
Power Imbalance and Authoritarianism in Schools
The rise of multi-academy trusts (MATs) has contributed to a significant power imbalance between teachers and management. In these academies, CEOs often have little understanding of the day-to-day realities of teaching, yet they make decisions that directly impact staff welfare. The NEU has warned that this corporate approach to education, combined with OFSTED’s demands, has turned schools into increasingly authoritarian places to work. The focus on results above all else leaves little room for dialogue or dissent. Teachers who question leadership decisions or speak out against unfair treatment are often sidelined, bullied, or forced out.
This authoritarian culture has created a climate of fear in many schools, where teachers feel they must comply with management or risk their careers. OFSTED’s influence looms large over every decision made by school leaders. A poor inspection result can lead to drastic consequences, including academisation, job losses, or a change in leadership. As a result, headteachers and senior leaders often adopt a zero-tolerance approach to staff who are perceived as underperforming or disruptive to the school’s overall progress.
The Psychological Impact on Teachers
The impact of this bullying on teachers’ mental health cannot be overstated. Many teachers who spoke to Sky News described feeling anxious, depressed, and suicidal. The fear of being publicly shamed during OFSTED inspections — combined with the relentless pressure to meet ever-increasing demands — has pushed many educators to the brink. The constant threat of being put on a performance plan, facing disciplinary action, or being forced to leave has created an atmosphere of dread in many schools.
Tracy’s experience of driving to school each morning, hoping to be in an accident so she wouldn’t have to face another day of bullying, is sadly not unique. The culture of bullying, driven by OFSTED’s pressures, is destroying the mental health of teachers who entered the profession with a passion for education.
A Call for Change
The current situation in UK schools is untenable. OFSTED’s inspection framework, while intended to raise standards, is contributing to a toxic culture in which teachers are being bullied out of the profession. The use of NDAs to cover up instances of bullying must be abolished, as Maya and others have called for, to allow teachers to speak out without fear of legal repercussions. More importantly, attitudes towards teacher welfare need to change at every level — from the Department for Education to individual school leaders.
Education Minister Catherine McKinnell has acknowledged the issue, stating that school staff should feel safe and supported at work. However, the government’s initiatives, such as the Education Staff Wellbeing Charter, will only have a limited impact if the underlying culture of bullying and authoritarianism in schools is not addressed.
The NEU has urged OFSTED to consider the impact its inspection framework is having on teachers’ wellbeing. Without meaningful reform, the pressure placed on schools by OFSTED will continue to drive the bullying of teachers, further damaging the education system as a whole. Teachers are the backbone of education, and their mental health and wellbeing must be prioritised if the sector is to thrive.
The institutionalised bullying of teachers in schools across the UK is a growing crisis that needs urgent attention. Under pressure from OFSTED’s inspection regime, schools are becoming increasingly hostile workplaces where teachers are bullied, marginalised, and driven to the point of despair. The widespread use of NDAs to silence teachers and the rise of authoritarian management practices in academies are compounding this issue. To protect the mental health of teachers and ensure a positive working environment, systemic changes are needed in both the education sector and the regulatory frameworks that govern it. Until then, the future of the teaching profession remains at risk.
*Names have been changed to protect the identity of those involved.
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