The transition from classroom teaching to school leadership is often a revelation—one that can expose a side of the faculty dynamic few teachers fully grasp while working in isolation. In his candid reflection, veteran educator and school leader Dr. Michael Gaskell sheds light on one of the most challenging, yet rarely discussed, hurdles in educational leadership: managing colleagues who operate under a chronic victim mindset.
While educators are often seen as nurturers and role models, school leaders quickly learn that not every teacher brings a spirit of collaboration to the profession. Some, Gaskell reveals, fall into patterns of blame-shifting, non-compliance, and emotional manipulation—behaviors that can undermine school culture and exhaust administrators trying to maintain order, fairness, and morale.
Behind Closed Doors: The Reality of the Victim Mindset
During his years in the classroom, Gaskell never questioned leadership directives and was unaware of how toxic attitudes could fester within the teaching ranks. That changed quickly when he stepped into a leadership role.
“I couldn’t believe the things some teachers did,” Gaskell writes, recounting how one teacher left her classroom unattended for 20 minutes to take a personal call, only to justify her actions by referencing her seniority. In another case, a teacher subjected a student to public humiliation by forcing her to call home in front of her classmates over a forgotten homework assignment, then ignored leadership directives about handling the situation with the upset parent, resulting in further escalation.
The fallout? A dramatic episode in which the teacher suffered a panic attack and, in front of colleagues, accused Gaskell of causing it: “You did this to me.”
The Dangerous Influence of “Victim Culture” Among Staff
Gaskell points out that the real threat posed by perpetual victims is their ability to rewrite narratives, distort accountability, and sow seeds of doubt among peers. These individuals often find validation in echo chambers, such as groups that gather in the faculty lounge to complain and commiserate, recruiting others into their negative orbit.
“They flip blame back on you so skillfully,” Gaskell notes, “that you begin to question whether their problem is somehow your fault.”
He references education expert Todd Whitaker’s book Shifting the Monkey, which advises leaders to avoid taking on burdens that aren’t theirs. The key message? “You can’t negotiate with crazy.”
The Administrator’s Toolkit: How to Effectively Manage the Victim Mindset
Gaskell offers several critical strategies for school leaders tasked with navigating the emotional and professional landmines created by victim mentality:
1. Stay Objective
Rather than reacting emotionally, administrators must respond with consistency and fairness. When staff attempt to provoke or escalate conflicts—such as by going to human resources or higher-ups—leaders who remain impartial and professional stand on firmer ground.
“Don’t let emotion drive your decision. Be even-handed, fair, and balanced,” he advises.
2. Avoid Arguments
Gaskell likens arguing with victims to “mud wrestling a pig”—both parties get dirty, but only one enjoys it. Victim-minded individuals are skilled at debate and conflict, often baiting others into verbal sparring. Instead, administrators should focus on issuing clear, respectful directives, steering clear of confrontation.
3. Respond with Kindness
One of the most unexpected but powerful tools against negativity is genuine kindness. Persistent, consistent kindness can disarm even the most combative individuals, allowing leaders to set the tone for professional expectations.
“You are modeling your expectation of their behavior, and can safely provide a benchmark with authority,” Gaskell explains. “That’s power shifting.”
Why This Matters: Protecting Culture and Focusing on Students
The victim mindset among staff not only drains school leaders—it also threatens to derail the broader educational mission. When school environments become mired in toxicity, students may feel negativity, instability, and division. It is up to leaders to maintain a steady hand and demonstrate that professionalism, accountability, and empathy can coexist.
Furthermore, by modeling objectivity and kindness, administrators create a workplace culture where resilience—not resentment—can thrive.
The Bigger Picture: Leadership and Trust in Schools
Gaskell’s insights come at a time when educational leadership is under intense scrutiny. As schools face mounting challenges—from mental health crises to staffing shortages—leaders are expected to manage both systemic issues and interpersonal dysfunction with grace. Rebuilding trust in school leadership, especially in a polarized and often reactive society, begins with clear-headed responses to adversity.
Conclusion: Leading With Balance in the Face of Blame
Managing individuals with a victim mindset is not about confrontation—it’s about control, composure, and consistency. School leaders who refuse to take the bait, who stay anchored in fairness and guided by kindness, not only protect themselves from burnout but also reinforce the kind of supportive, accountable culture that every school needs.
As Gaskell’s experience makes clear, education leadership is not just about guiding students—it’s also about managing the adults in the room. And doing so with integrity is the key to sustaining lasting, meaningful impact.
