Systemic Vulnerabilities: How School Organizational Culture Shapes Mobbing Practices and Pedagogical Interventions

While peer-to-peer aggression is often treated as a series of isolated interpersonal conflicts, school mobbing is fundamentally embedded within the broader institutional framework of the educational environment. This article examines the "systemic vulnerabilities" of primary and secondary schools, exploring how school organizational culture actively shapes both the manifestation of collective mobbing practices and the efficacy of pedagogical interventions. Drawing upon organizational sociology and critical pedagogy, this paper analyzes how institutional variables—such as rigid administrative hierarchies, lack of collaborative teacher networks, competitive school climates, and passive leadership—create fertile ground for systematic peer exclusion. We argue that a toxic or indifferent organizational culture inadvertently deprives educators of the systemic support and pedagogical agency required to address complex group dynamics effectively. Consequently, standard anti-bullying protocols often fail because they treat the symptoms rather than the institutional pathology. By reframing mobbing as a symptom of organizational dysfunction, this study provides a conceptual model for school administrators and educational theorists to diagnose structural weaknesses, transform school ethos, and build resilient, socio-pedagogically sound environments that reject collective marginalization.

School Mobbing; Organizational Culture; Pedagogical Interventions; Systemic Vulnerability; Educational Sociology; Institutional Leadership

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