When Tall Poppy Syndrome Creeps into the Staffroom
Tall poppy syndrome—where those who stand out are cut down—doesn’t just bruise egos. In schools, it can quietly reshape the culture of a whole workplace.
I’ve seen how it can turn what should be a space of shared learning into a place where ideas are rationed, victories are downplayed, and professional generosity becomes selective. The result? Collaboration shifts from energised to cautious. Innovation stalls. And the very risk-taking we encourage in our students feels unsafe for teachers to practise themselves.
In education, the stakes are high. If teachers hold back, students lose the benefit of fresh thinking, bold approaches, and visible examples of striving for excellence. A culture of quiet conformity might feel comfortable, but it starves the learning environment of its edge.
The Human Side: Navigating the Cuts
Experiencing tall poppy behaviour as a teacher isn’t just frustrating—it can be isolating. You start to measure your words, soften your wins, or stay silent when you have something to offer. I’ve learned that resilience here doesn’t mean hardening up; it means staying open without being naive.
That can look like:
Finding a circle of colleagues who value ambition and share credit freely.
Holding to your professional values even if they make you visible.
Celebrating others loudly, even when they don’t return the gesture—because that’s the culture you want to model.
And maybe most importantly, keeping perspective. Tall poppy syndrome says more about the cutter than the cut.
Why It Matters
When we lift each other up, students see the power of community in action. They see that success isn’t a zero-sum game, and that ambition paired with humility can be a collective force for good. In education, we can’t afford to let tall poppy syndrome take root—not when the growth of every learner depends on a staff culture that thrives on shared success.
