📚 What Parent and Student Behaviour Counts as Harassment of School Staff | 家长和学生的哪些行为会构成对学校教职员工的骚扰
Every school wants parents to be involved, and every good school wants to hear when something has gone wrong. But there is a clear line between robust advocacy for a child and harassment of the adults who work with that child. That line is crossed far more often than most families realise, and it is crossed by well-meaning parents as well as by hostile ones. This article sets out, in practical and legally grounded terms, which parent and student behaviours are treated as harassment of school staff, which are not, and what the consequences can be.
每所学校都希望家长积极参与，也希望在出现问题时能听到家长的声音。但为孩子据理力争与骚扰教职员工之间，存在一条清晰的界线。这条界线被跨越的频率远超多数家庭的想象，而且跨越它的既有善意家长，也有敌对家长。本文将结合法律与实务，说明家长和学生的哪些行为会被认定为对学校教职员工的骚扰、哪些不构成骚扰，以及可能产生的后果。
1. Why This Line Matters | 为什么这条界线很重要
Teaching unions in the UK, Australia, Ireland and many international school networks report year on year increases in verbal abuse, threats and online targeting of staff by parents. In the UK, surveys conducted by teaching unions repeatedly find that a majority of teachers have experienced verbal abuse from a parent, and a significant minority have experienced threats or physical intimidation. Headteachers report that abuse is now one of the leading reasons for leaving the profession.
英国、澳大利亚、爱尔兰以及许多国际学校网络的教师工会都报告称，家长对教职员工的语言辱骂、威胁和网络攻击逐年增加。在英国，教师工会的调查反复发现，多数教师经历过家长的语言辱骂，相当一部分人经历过威胁或人身恐吓。校长们表示，遭受辱骂已成为教师离职的主要原因之一。
Harassment is not a victimless act of frustration. It damages the health of individual staff members, forces schools to divert time and money away from teaching, and creates a climate in which teachers avoid difficult conversations with families. In the end, the pupils lose. Schools that tolerate abuse of staff tend to become worse at communication, not better.
骚扰并不是没有受害者的情绪发泄。它损害个别教职员工的身心健康，迫使学校把时间和经费从教学中抽离，并营造出一种教师不敢与家庭进行艰难沟通的氛围。最终受损害的是学生。容忍教职员工被辱骂的学校，其家校沟通往往不是变好，而是变差。
The key question is never "was the parent upset?" Upset is normal and legitimate. The question is whether the conduct was targeted at a person, repeated or severe, and unreasonable in the circumstances.
关键问题从来不是"家长是否感到不满"。不满是正常且正当的。关键问题在于：该行为是否针对具体个人、是否具有重复性或严重性，以及在具体情境下是否不合理。
2. The Legal and Policy Framework | 法律与政策框架
There is no single statute called "harassment of teachers". Instead, several overlapping legal instruments apply, along with school and trust-level policies. Understanding the framework helps schools and families recognise when a line has been crossed.
并不存在一部名为"骚扰教师"的单一法律。实际适用的是若干相互重叠的法律文件，以及学校和办学集团层面的政策。理解这一框架，有助于学校与家庭识别界线何时被跨越。
| Instrument | 法律/文件 | What it covers | 涵盖内容 |
| Protection from Harassment Act 1997 (UK) | 英国《1997年反骚扰法》 | A "course of conduct" (two or more occasions) causing alarm or distress; stalking; fear of violence. Civil and criminal routes. | 两次或以上的"行为过程"造成惊恐或痛苦；跟踪；对暴力的恐惧。可走民事或刑事途径。 |
| Equality Act 2010, s.26 (UK) | 英国《2010年平等法》第26条 | Unwanted conduct related to a protected characteristic that violates dignity or creates an intimidating, hostile, degrading, humiliating or offensive environment. | 与受保护特征相关的不受欢迎行为，侵犯尊严或造成恐吓、敌对、贬低、羞辱或冒犯性环境。 |
| Malicious Communications Act 1988; Communications Act 2003 s.127 | 《1988年恶意通讯法》；《2003年通讯法》第127条 | Offensive, threatening or grossly offensive messages sent electronically. | 通过电子方式发送的冒犯性、威胁性或极度冒犯性的信息。 |
| Online Safety Act 2023 (UK) | 英国《2023年在线安全法》 | Offences including threatening communications and knowingly false communications. | 包括威胁性通讯和明知虚假的通讯等罪行。 |
| Health and Safety at Work etc. Act 1974; common law duty of care | 《1974年工作健康与安全法》；普通法注意义务 | Employer duty to protect staff from foreseeable harm, including harm from third parties such as parents. | 雇主有义务保护员工免受可预见的伤害，包括来自家长等第三方的伤害。 |
| School behaviour, complaints and home-school agreement policies | 学校行为、投诉与家校协议政策 | Sets the practical definition, thresholds, single point of contact rules and sanctions used day to day. | 规定日常使用的实务定义、门槛、单一联络人规则与处罚措施。 |
Two technical points matter. First, harassment generally requires a "course of conduct" - a pattern, not a single isolated remark, although a single act can be enough where it is severe or where it forms part of a wider pattern. Second, a statutory defence exists where the conduct was reasonable in the circumstances, which is why schools must distinguish between harassment and legitimate challenge.
有两点技术性要点很重要。第一，骚扰通常要求构成"行为过程"，即一种模式，而非孤立的一次言论——但如果单次行为足够严重，或属于更广泛模式的一部分，一次也可能足够。第二，法律规定了"在具体情境下行为合理"的抗辩事由，这正是学校必须区分骚扰与正当质疑的原因。
Note also that the Equality Act's third-party harassment provisions were repealed in 2013, so a school's direct liability for harassment by a parent under that Act is limited. However, schools still owe staff a duty of care, and most multi-academy trusts and international school groups now write the Equality Act definition into their staff-abuse policies as a contractual standard. That is the definition that matters in practice.
还需注意，《平等法》中关于第三方骚扰的条款已于2013年被废止，因此学校因家长骚扰行为而依该法承担的直接责任有限。但学校仍对员工负有注意义务，而且多数多校联盟和国际学校集团现已将《平等法》的定义写入其"员工免受辱骂"政策，作为合同标准。这才是实务中真正适用的定义。
3. In-Person Aggression and Intimidation | 面对面攻击与恐吓
Shouting at, swearing at, or screaming in the face of a member of staff is the most commonly reported form of harassment. A raised voice in a difficult meeting is not automatically harassment, but sustained shouting directed at an individual, particularly with profanity or personal insults, crosses the line immediately in almost every school policy.
对着教职员工大喊大叫、辱骂或在对方脸前尖叫，是最常被报告的骚扰形式。在艰难的会面中提高嗓门并不自动构成骚扰，但持续针对某个人的吼叫，尤其是带有脏话或人身侮辱，几乎在所有学校政策中都立即越界。
Threats are treated far more seriously. Statements such as "you will regret this", "I know where you live", "I will be waiting for you", or any threat to a staff member's job, reputation, family or physical safety are recordable incidents. Schools are expected to log them, report them to the headteacher or trust, and in many cases notify the police.
威胁的严重性要高得多。诸如"你会后悔的""我知道你住哪儿""我会等着你"之类的言论，或任何针对教职员工工作、名誉、家人或人身安全的威胁，都属于必须记录的事件。学校应予以登记，上报校长或办学集团，许多情况下还应报警。
Physical intimidation counts even without contact. Examples include standing over a seated member of staff, blocking a doorway so a teacher cannot leave, following a member of staff to their car or to the school gate, slamming doors or desks, and throwing objects. Invading personal space deliberately is a recognised form of intimidation.
即使没有身体接触，人身恐吓也成立。例如站在坐着的教职员工上方俯视、堵住门口使教师无法离开、尾随教职员工到其车辆或校门口、猛摔门窗或桌子、投掷物品。刻意侵入他人个人空间，是被公认的恐吓形式。
- Escalating behaviours to watch for | 需要警惕的升级行为： arriving unannounced and refusing to leave reception; waiting in the car park; approaching staff in the supermarket or at their home; attending another family's meeting to "confront" a teacher. | 未经预约到场并拒绝离开接待处；在停车场守候；在超市或教职员工住所附近接近对方；参加其他家庭的会面以"质问"教师。
- Aggravating factors | 加重情节： the conduct occurs in front of pupils; it is repeated after a written warning; it is combined with discriminatory language. | 行为发生在学生面前；在收到书面警告后再次发生；与歧视性语言同时出现。
4. Persistent Unreasonable Communication | 持续不合理的沟通
Communication becomes harassment when volume, timing or tone is used to overwhelm, punish or exhaust a member of staff rather than to resolve a problem. This is the category most often missed by parents, because each individual message may seem reasonable in isolation.
当沟通的数量、时间或语气被用来压垮、惩罚或消耗某位教职员工，而非解决问题时，沟通就变成了骚扰。这是最容易被家长忽视的一类，因为每一条单独的信息看起来可能都还算合理。
Typical indicators include sending dozens of emails in a single day, emailing the same person repeatedly within minutes, copying in large numbers of staff and governors to increase pressure, telephoning the school switchboard until staff are pulled out of lessons, and calling or texting outside working hours on personal numbers.
典型指标包括：一天内发送数十封邮件；几分钟内反复向同一人发送邮件；大量抄送其他教职员工和校董以施压；反复拨打学校总机直到教职员工被从课堂上叫出；在非工作时间拨打或发送短信至个人号码。
Refusing to use an agreed single point of contact is a well-recognised form of harassment. Where a school has reasonably asked that all correspondence go through one named person, persistently bypassing that arrangement and contacting individual teachers directly is a breach of a clear boundary and is usually treated as a formal warning matter.
拒绝使用已约定的单一联络人，是被广泛认可的骚扰形式。当学校已合理要求所有通信通过某位指定人员转达时，持续绕过该安排、直接联系个别教师，就是破坏明确的边界，通常会被作为正式警告事项处理。
Turning up at school repeatedly without an appointment, or waiting at the gate at home time to intercept a member of staff, is treated the same way as aggressive communication. So is continuing to raise a matter that has already been through the complaints procedure and been closed, unless genuinely new evidence has emerged.
反复未经预约到校，或在放学时段守候在校门口拦截教职员工，与攻击性沟通同等对待。对已经过投诉程序并已结案的事项继续反复提出，也同样如此——除非确实出现了新的证据。
5. Online and Social Media Harassment | 网络与社交媒体骚扰
Online conduct is fully covered by harassment law. Naming a teacher in a Facebook group, WhatsApp group or community forum and inviting criticism of them is one of the fastest-growing categories of complaints. The fact that the post is written at home, out of hours, does not remove it from the school's remit.
网络行为完全受反骚扰法律约束。在 Facebook 群组、WhatsApp 群组或社区论坛中点名某位教师并引导他人批评，是增长最快的一类投诉。帖子是下班后在家里写的，这一点并不能使其脱离学校的管辖范围。
Specific behaviours that are commonly treated as harassment include posting photographs or video of staff without consent in a critical or mocking context, creating fake accounts to contact or monitor a teacher, coordinating a group of parents to send the same complaint to maximise pressure, and leaving false or malicious reviews on public platforms.
通常被认定为骚扰的具体行为包括：未经同意在批评或嘲讽语境下发布教职员工的照片或视频；创建虚假账号联系或监视教师；协调一群家长发送相同投诉以最大化施压；在公共平台上留下虚假或恶意评价。
Cyberstalking - monitoring a staff member's movements, checking their social media obsessively, or repeatedly making contact after being asked to stop - is a criminal matter under stalking provisions, not merely a school disciplinary issue.
网络跟踪——监视教职员工的行踪、痴迷性地查看其社交媒体，或被要求停止后仍反复联系——属于跟踪条款下的刑事问题，而不仅仅是学校纪律问题。
- Warning signs | 警示信号： screenshots shared to provoke pile-ons; tagging the school and the teacher in the same post; contacting a teacher's relatives or partner online. | 分享截图以引发群体攻击；在同一条帖子中同时标记学校和该教师；在网上联系教师的亲属或伴侣。
- Mitigation | 减轻情形： deleting the post promptly, apologising without qualification, and moving the discussion into official channels can prevent escalation. | 迅速删除帖子、无条件道歉，并转向正式渠道沟通，可以防止事态升级。
6. Defamation, Rumours and False Accusations | 诽谤、谣言与虚假指控
Spreading false information about a member of staff is harassment where it forms part of a course of conduct designed to damage them, and may also be defamation. Examples include telling other parents that a teacher "is a danger to children", circulating unfounded allegations of bullying or inappropriate conduct, and making anonymous allegations knowing them to be untrue.
散布关于教职员工的虚假信息，如果构成意在损害对方的"行为过程"的一部分，即属骚扰，也可能构成诽谤。例如告诉其他家长某位教师"对孩子有危险"、传播未经证实的欺凌或不当行为指控，以及在明知不实的情况下进行匿名指控。
Rumours about a staff member's private life, appearance, health, sexuality or family circumstances are treated particularly seriously, because they frequently overlap with discriminatory harassment and cause severe personal harm.
关于教职员工私生活、外貌、健康、性取向或家庭状况的谣言尤其受到严肃对待，因为它们常与歧视性骚扰重叠，并造成严重的个人伤害。
It is essential to state the counterpart clearly: a parent who makes a genuine complaint in good faith, even if the complaint is ultimately not upheld, is not harassing anyone. Investigations routinely find no wrongdoing. Making a report that turns out to be mistaken is not the same as making a report that is known to be false.
必须明确指出其对应面：家长出于善意提出真实投诉，即使最终未被支持，也不构成骚扰。调查常常认定不存在不当行为。举报后发现是误会，与明知虚假仍举报，性质完全不同。
7. Discrimination-Based Harassment | 基于歧视的骚扰
Harassment is treated as most serious when it relates to a protected characteristic. In the UK these are age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. Equivalent protections exist in most other jurisdictions where A-Level and international students study.
当骚扰与受保护特征相关时，被视为最严重的情形。在英国，这些特征包括年龄、残障、性别重置、婚姻与民事伴侣关系、怀孕与产假、种族、宗教或信仰、性别以及性取向。在多数 A-Level 及国际学生求学的司法辖区，也有同等保护。
Concrete examples include mimicking or mocking a teacher's accent, making remarks about a teacher's ethnicity or immigration status, using religious slurs, commenting on a female teacher's appearance or fertility, telling a gay teacher that they should not be working with children, and mocking a member of staff's disability or mental health condition.
具体例子包括：模仿或嘲笑教师的口音；就教师的族裔或移民身份发表言论；使用宗教侮辱性语言；评论女教师的外貌或生育状况；对同性恋教师称其不应从事儿童教育工作；嘲笑教职员工的残障或心理健康状况。
Two features make this category distinctive. First, intent is irrelevant: the test is the effect on the recipient, so "I was only joking" is not a defence. Second, the school itself may face liability if it fails to act on a report, which is why discriminatory incidents involving parents are escalated to the headteacher or trust safeguarding lead immediately.
这一类骚扰有两个显著特征。第一，意图无关紧要：判断标准是对接受者造成的影响，因此"我只是开玩笑"不构成抗辩。第二，如果学校未对举报采取行动，学校自身可能承担责任，因此涉及家长的歧视性事件会立即上报校长或办学集团的安全保护负责人。
8. Physical Contact, Property Damage and Filming | 肢体接触、财物损坏与拍摄
Any unwanted physical contact is a serious matter. Pushing past a member of staff, grabbing an arm, prodding a chest with a finger, spitting, or throwing an object at or near a person is treated as an assault or attempted assault and is normally reported to the police.
任何不受欢迎的肢体接触都是严重事件。推开教职员工、抓住手臂、用手指戳胸口、吐口水，或向人身上或附近投掷物品，都会被认定为袭击或袭击未遂，通常需报警处理。
Deliberate damage to school property in a confrontation - kicking doors, sweeping items off a desk, damaging a display or a staff member's personal belongings - is treated both as a disciplinary matter and as evidence of intimidating conduct.
在冲突中故意损坏学校财物——踢门、把桌上的物品扫落、损坏展示墙或教职员工的私人物品——既作为纪律问题处理，也作为恐吓行为的证据。
Filming and photographing staff members requires care. Filming in a public area is generally lawful in the UK, and parents are entitled to record formal meetings for their own use in many schools. However, persistent filming used to intimidate, covert recording after being asked to stop, and publishing recordings or stills online to humiliate a member of staff can all constitute harassment.
对教职员工进行拍摄和录音需要谨慎对待。在英国，在公共区域拍摄通常合法，许多学校也允许家长为自用目的录制正式会议。但以恐吓为目的的持续拍摄、被要求停止后仍秘密录音，以及将录音或截图发布到网上以羞辱教职员工，都可能构成骚扰。
- Best practice for parents | 家长的最佳做法： ask before recording; state the purpose; offer to share the recording with the school. | 录音前先询问；说明用途；主动提出与学校共享录音。
- Best practice for schools | 学校的最佳做法： have a written recording policy; apply it consistently; never use it to conceal poor practice. | 制定书面录音政策；一致执行；绝不用它掩盖自身的问题做法。
9. Student Behaviour: Where the Line Falls | 学生行为：界线在哪
Students can harass staff
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