Background: Passive-aggressive behaviors—such as sarcasm, procrastination, intentional inefficiency, and subtle noncompliance are less studied while significantly impact classroom dynamics and teacher well-being. These behaviors often serve as indirect methods of resistance, particularly in emotionally complex or hierarchical classroom environments. This study aimed to explore how adolescents use passive-aggressive behaviors to navigate power struggles with teachers in classroom settings.
Methods: This was a qualitative study using semi-structured interviews with 27 high school students (aged 14–18) from Richmond Hill, Canada. The study participants were selected through purposive sampling technique, and data collection continued until no new insights emerged. Interviews were analyzed through Braun and Clarke’s step-by-step thematic analysis using NVivo software. The interviews were transcribed and analyzed using open, clustered, and main thematic grouping through NVivo software, allowing for thematic analysis.
Results: Thematic analysis revealed four core categories of passive-aggressive behavior: Strategic Withdrawal and Disengagement, Masked Opposition and Resistance, Emotional Expression through Indirect Means, and Power Rebalancing through Disruption. The participants described these behaviors as purposeful responses to perceived unfairness, emotional invalidation, or lack of autonomy. Actions such as exaggerated politeness, delayed compliance, and feigned confusion were commonly used to assert control without direct confrontation. The behaviors were shaped by emotional dynamics, relational tensions, and sociocultural factors within the school environment.
Conclusions: Passive aggression toward teachers is a complex, adaptive communication strategy used by students to manage perceived power imbalances. Recognizing these behaviors as emotionally and contextually driven can inform more empathetic and effective classroom practices.