Telling tales or being brave: Reflections on snitching, justice and ethics in education

In education and in society, there is an important difference between two ideas that are often confused but have very different motivations and ethical consequences: telling tales, and reporting harmful behavior. This confusion, often encouraged by those who want to hide their own wrongdoing, creates a toxic environment in which fear and injustice prevail. This article aims to clarify these differences and reflect on their impact on life at school.

What does telling tales mean?

“Telling tales” has negative connotations in our society. It means revealing information about someone else’s behavior in order to harm or discredit them. It is marked by an intention to annoy or hurt the other person without benefiting anyone else.

A classic example happens at school: a student who tells the teacher that a classmate cheated on a test may simply want the other to be punished, without the act having any positive effect on anyone’s well-being. Another, more extreme historical example is that of neighbors who, under totalitarian regimes such as Nazism, informed on persecuted people (Jews, political dissidents and others) so that they would be arrested or even executed. Here, informing served only to perpetuate injustice and fear, with no intention of protecting other people or the informer themselves.

When is reporting an act of justice?

In contrast to telling tales, there is the act of reporting, or raising the alarm about, behavior that puts other people, or the person doing it, at risk. The aim here is not punishment or harm, but protection and care for the common good. This is especially relevant when the health or safety of the school community is at risk.

For example, if a student reports that a classmate is running away from school and crossing a highway, their concern may not come from any wish to harm the other, but from a desire to protect that person’s safety, to prevent harm to them, their family and classmates, and to keep the environment safe for everyone. Far from being “telling tales”, actions like this show responsibility and commitment to the well-being of all.

In cases of bullying, reporting the aggressors is an act of courage. Bullies tend to create an atmosphere of fear and silence, using the label of “snitch” to intimidate anyone who might report them. This is similar to what happens in prisons, where an unwritten law holds that reporting an assault is a betrayal. This code of silence perpetuates violence, abuse and unhappiness, both in classrooms and in other closed environments.

However, breaking that silence is essential to protect the victims of bullying. Reporting an aggressor is not a petty act, but a brave gesture that seeks to restore justice and ensure the emotional and physical safety of every student.

The effects of complicit silence

When the fear of being labeled a “snitch” paralyzes those who witness abusive behavior, an environment develops in which abuse and injustice thrive. Studies on bullying have shown that the silence of classmates strengthens the power of bullies, while early intervention by witnesses significantly reduces episodes of violence. The Norwegian psychologist and educator Dan Olweus, an expert in bullying prevention, has stressed the importance of empowering witnesses to act, pointing out that silence perpetuates the cycle of abuse.

In this sense, it is essential to teach students, families and teachers the difference between telling tales and reporting something for a just reason. Education in values such as empathy, justice and moral courage is key to building school communities where respect and solidarity prevail.

Conclusion: educating for courage and justice

It is time to dismantle the myth of the “snitch” in our schools. Reporting an injustice or dangerous behavior is nothing to be ashamed of, but an expression of courage and responsibility. As an educational community, we must foster a culture in which students, families and school staff understand this distinction and feel supported when they act to protect the well-being of others.

Teaching ethical values takes a collective effort based on dialogue and commitment, to create a safe environment where abuse is met with courage and justice, not with silence.