<![CDATA[Background: Teacher-to-student bullying in Indonesian schools often operates subtly within hierarchical educational cultures. This study aimed to examine how institutional power dynamics and cultural expectations shape students’ perceptions of bullying and their emotional well-being, with the working hypothesis that hierarchical norms and respect for authority influence recognition, reporting, and coping. Methods: This qualitative study employed Focus Group Discussions (FGDs) with 12 participants (male students, female students, and teachers) from a senior high school in Indonesia. Discussions examined teacher authority, bullying behaviors, and students’ emotional responses. Recordings were transcribed verbatim and analyzed using Braun and Clarke’s thematic analysis, involving familiarization, initial coding, and iterative theme development across groups. Results: Participants described teacher behavior that was considered bullying, causing emotional distress. This study highlights how disciplinary practices, which function as symbolic violence, have become commonplace in institutional dynamics, thereby inhibiting students from complaining or reporting bullying. This research offers a new perspective by linking power structures and gendered emotional responses to the persistence of bullying in educational settings. Conclusions: Teacher-to-student bullying is intertwined with institutional and cultural hierarchies that shape students’ perceptions and coping, contributing to emotional suppression and disengagement. Addressing it requires a comprehensive, culturally attuned approach that strengthens institutional support systems and centers teacher empathy. ]]>
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