Introduction

This post was prompted by a series of interactions I recently had in a Facebook group for language teachers—interactions that were, frankly, surprising and unsettling. The tone was unexpectedly hostile, the responses unreasonably oppositional, and the overall atmosphere more combative than collegial. What struck me most was that this behaviour came not from random internet trolls, but from fellow educators—professionals who, by the very nature of their vocation, are expected to model empathy, patience, and open-mindedness.

It led me to a simple but uncomfortable question: Why are teachers, of all people, sometimes so rude online? What happens when the professional ethos of mutual respect and thoughtful dialogue seems to dissolve the moment we step into virtual spaces? This post explores some of the psychological, social, and professional dynamics that may explain these lapses in civility—and what they might reveal about the pressures and pitfalls of teaching in the modern age.

What research says

Here are some of the causes of online ‘lapses in civility’ according to researchers.

1. Online Disinhibition Effect

Psychologist John Suler (2004) coined the term “online disinhibition effect” to describe the way people behave more aggressively or inappropriately online than they would face-to-face. Factors include:

• Anonymity or reduced accountability: Even in named accounts, there’s a psychological distancing effect.
• Lack of social cues: Without facial expressions or vocal tone, intent is easily misread.
• Asynchronous communication: People post impulsively, then log off without processing consequences.

“People say and do things in cyberspace that they wouldn’t ordinarily say and do in the face-to-face world.”

— Suler, 2004

This means even well-intentioned sharing (e.g. “Here’s a new sentence builder resource I tried”) can be met with undue scepticism or sarcasm—especially if the reader interprets it as self-promotion, virtue-signalling, or a veiled critique of others’ practice.

2. Identity Threat and Insecurity

When someone shares a pedagogical approach or resource that contradicts another teacher’s methods, it can trigger a form of professional identity threat—even unintentionally.

“When core professional beliefs are challenged, individuals may respond with defensiveness or hostility to protect their self-concept.”

— Kelchtermans (2005), on teacher identity

For instance:

• A teacher who uses traditional PPP (Presentation-Practice-Production) sees a post advocating for EPI or TL-only instruction.
• Rather than engaging with the content, they lash out—because the post feels like a criticism of their competence.

This is worsened by a perception of status threat, especially in online spaces where some individuals (rightly or wrongly) are seen as “influencers.”

3. Social Comparison and Envy

Festinger’s Social Comparison Theory (1954) suggests people constantly evaluate their own abilities and value by comparing themselves to others. In professional social media groups:

• Posts about student success, innovative strategies, or high engagement can stir envy, particularly among teachers struggling with motivation, behaviour, or leadership.
• Rather than expressing insecurity, some respond with passive-aggression, sarcasm, or dismissal.

“Exposure to curated success narratives can increase feelings of inadequacy and antagonism in viewers.”

— Vogel et al., 2014

This is particularly common in subjects like MFL, where teachers often feel isolated or under-valued in their institutions.

4. Toxic In-Group Norms and Gatekeeping

Specialist teacher groups sometimes develop insular cultures—marked by unspoken norms, hierarchies, or cliques. Newcomers or those who don’t conform (e.g. by promoting new pedagogies or asking basic questions) may be:

• Mocked for being “naïve”
• Dismissed as “selling something” or “jumping on the latest bandwagon”
• Criticised for promoting “fads” or “non-evidence-based fluff”

This reflects a form of gatekeeping, where dominant voices enforce norms and defend territory. It’s also linked to status preservation, where attacking others is a way to assert authority.

“Groupthink and gatekeeping are common in professional online spaces, limiting innovation and diversity of thought.”

— Carpenter & Krutka, 2015

5. Burnout and Emotional Spillover

Many rude online interactions aren’t truly about the article, method, or resource being shared. They’re emotional spillovers from frustration, burnout, or low self-efficacy.

“Teachers under high stress and emotional strain are more likely to externalise negativity, especially in anonymous or low-consequence environments.”

— Chang, 2009

This means that behind a hostile reply might be:

• An overworked teacher marking at 11pm.
• Someone who just had a lesson observation go poorly.
• A teacher who’s been repeatedly unsupported by their leadership team.

Social media becomes an outlet—unfortunately, often at the expense of a well-meaning peer.

What Can Be Done?

1. Normalise Professional Vulnerability
   Encourage communities where people can say:
   “I don’t understand this method” or “This isn’t working for me” without shame.
   (See Hargreaves & Fullan, 2012, on collaborative professionalism.)
2. Model Generous Interpretation
   Assume that most people are sharing in good faith—not to boast or belittle. Leaders and moderators should publicly reward constructive tone.
3. Encourage Reflective Practice, Not Comparison
   Posts that reflect on “what didn’t work” or “how I improved this” create safer climates than curated perfection.
4. Design Safer Group Structures
   Moderation policies, norms for feedback, and opt-in “critique zones” can help maintain civility and psychological safety. That’s what we strive to achieve in the Global Innovative Language Teachers group.

Conclusion

When teachers are rude in specialist social media groups, it’s rarely about the content shared. It’s about identity, threat, status, insecurity, or accumulated frustration.

The research shows clearly: online spaces are emotionally charged, performative, and fragile. But with the right culture of empathy, transparency, and reflection, they can also become powerful ecosystems of mutual growth.

Key References

• Suler, J. (2004). The online disinhibition effect. CyberPsychology & Behavior, 7(3), 321–326.
• Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006.
• Vogel, E. A., Rose, J. P., Roberts, L. R., & Eckles, K. (2014). Social comparison, social media, and self-esteem. Psychology of Popular Media Culture, 3(4), 206–222.
• Carpenter, J. P., & Krutka, D. G. (2015). Engaged learning through social media: How teachers use Twitter to support professional development. Teaching and Teacher Education, 35, 9–23.
• Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218.
• Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Routledge.