Andrew Jones

Can sarcasm in the classroom ever be justified?

Originally written for and published in SecEd Magazine 14 January 2026.

I remember when I was in year 10 my PE teacher clearly had an issue with my long hair. In the early-1990s, and as a self-described “lad”, he would make the odd sarcastic comment – often sexist, perhaps even misogynistic – about “my curls” (although my hair was straight).

One morning, for instance, he asked when I was going to cut it. I probably replied – with something like “Never – it grows, so I let it” – and he said: “So why don’t you cut your teeth then – they grow too.”

Not only was this idiotic, but he clearly thought it was funny, smiling broadly and giggling to himself, despite everyone else – even the class jocks who liked him – looking utterly bewildered and confused.

Unfortunately, this teacher’s Neanderthal exploits led me to stereotype and judge PE teachers for years to come as uneducated heathens. (I now know that this was wrong, as shown by my current PE colleagues who are anything but).

That said, and as someone prone to jocular sarcasm myself, I do sometimes wonder whether I’m guilty of using the odd cutting comment in school – and, moreover, whether this has any place in professional practice.

What is sarcasm?

The Cambridge Dictionary defines sarcasm as “the use of remarks that clearly mean the opposite of what they say, made in order to hurt someone’s feelings or to criticise something in a humorous way”.

Sarcasm, then, is complex and multifaceted. It can be hurtful – even spiteful – or, in many instances, a way of criticising something with humour and wit, perhaps softening the blow, so to speak. Furthermore, in everyday conversation, sarcasm may serve as either social glue or a condescending verbal weapon, depending on the context.

But in the classroom – a space intended for learning, growth and positive relationships – its use is far more contentious. While some teachers may deploy sarcasm to build rapport or inject humour, the potential harms to student wellbeing, classroom climate, and teacher professionalism demand serious consideration.

In my own practice, I often acknowledge lateness in the morning with, “good afternoon”, or a student’s talking with something cliched like: “If talking were an Olympic sport, I’d be coaching a gold medallist.”

However, should I be doing this? Here are some arguments for and against.

Against sarcasm in the classroom

Given that the first part of the definition above states that sarcastic remarks are “made in order to hurt someone’s feelings”, it might be worth outlining the case that it should never be used in the classroom.

Children and adolescents, particularly in early development stages, may not fully grasp the nuance of sarcasm. Research in developmental psychology indicates that younger students often take sarcastic remarks literally (Ziv, 1988). This can lead to confusion or misinterpretation of the teacher’s intent.

Even older students, though more adept at recognising sarcasm, may still misinterpret tone or context, especially if they are neurodivergent or come from cultures where sarcasm is less common or viewed differently (Wanzer et al, 2009). This increases the risk of miscommunication and emotional distress.

Moreover, sarcasm can unintentionally and negatively affect students’ self-esteem. A sarcastic quip intended to be humorous can feel like ridicule when directed at a student’s mistake or behaviour. In a setting where students are encouraged to take academic and personal risks, feeling mocked can inhibit participation, discourage inquiry and lead to disengagement (Torok et al, 2004).

Classroom culture and professionalism

The tone a teacher sets is pivotal to classroom culture (Bennett, 2020). A sarcastic style, even when used sparingly, can normalise mockery and diminish the sense of safety and respect that students need to thrive. In classrooms where sarcasm is common, it can not only lead to bullying and disrespect, but also the trivialisation of serious issues. 

Moreover, studies suggest it is not appreciated by students, especially where the relationship between the teacher and students is already weak or fragile (Banas et al, 2011).

From a professional standpoint, sarcasm is risky. Inappropriate use of sarcasm, especially if it is misinterpreted or reported by students or parents, can result in formal complaints, disciplinary procedures or damage to the teacher’s professional reputation.

Importantly, teachers in England are expected to model mutual respect in accordance with Part 2 of the Teachers’ Standards (DfE, 2014). Sarcasm, therefore, walks the line between humour and humiliation, making it dangerous in a professional setting.

Are there any positives?

Some researchers argue that sarcasm, when used carefully and appropriately, can have positive effects in the classroom, particularly with older students. It is here, perhaps, that the second part of the Cambridge Dictionary definition – “to criticise something in a humorous way” – comes to the fore.

For some teachers, sarcasm functions as a form of camaraderie. When used in a friendly, context sensitive way, it can generate laughter, ease tension and promote a sense of community. Evidence suggests that teenagers, in particular, may respond positively to a teacher who mirrors their own humour, as it can make the teacher appear more relatable and less authoritarian (Ziv, 1988).

Some studies show a correlation between appropriate humour, even light sarcasm, and students’ enjoyment and attainment (Wanzer et al, 2009; Gorham & Christophel, 1990). It is even suggested that it can aid episodic recall (Garner, 2006).

Some researchers argue that sarcasm – when understood – can promote creativity and higher-level thinking (Gino, 2015). Detecting sarcasm requires interpreting tone, context and intent. Used in safe, controlled scenarios, it can challenge students to think more deeply about language and meaning. In literature or media studies, analysing sarcastic characters or rhetorical irony can also help develop comprehension and analytical skills.

Navigating the middle ground

The key question is not whether sarcasm is inherently good or bad, but whether it can be used responsibly in an environment that prioritises learning, wellbeing and community. The answer depends heavily on teacher awareness, the age and maturity of the students, and the cultural context of the classroom. Here is some basic advice:

Know your audience: Older students, particularly those in secondary or post-16 education, are generally more capable of understanding and appreciating sarcastic humour. Even then, sensitivity to individual differences and personalities is crucial. What one student finds funny, another may find offensive or discouraging. Teachers must assess their classroom dynamic carefully and be prepared to adjust their tone when needed.

Avoid personal targets: If sarcasm is used, it is best if not directed at individual students unless it is clearly “light” and not malicious. Group humour, observational irony or self-deprecating remarks are safer avenues that maintain humour without risking harm.

Model respectful communication: Even in humorous moments, teachers must model the kind of respectful, inclusive communication they want students to emulate. When sarcasm crosses into cynicism or derision, it not only affects the immediate interaction but shapes the broader classroom climate. Students take cues from their teachers on what is acceptable. When sarcasm veers into mockery, it may silently condone cruelty or exclusion.

Final thoughts

Sarcasm in the classroom is a complex issue. While it can occasionally foster humour, camaraderie and intellectual engagement, it carries obvious risks – confusion, harm to self-esteem and damage to the student-teacher relationship. 

Although I would admit to the occasional sarcastic comment, normally planned and executed with the intention of lightening the mood of the classroom, from a standpoint of professionalism, the frequent or careless use of sarcasm, like my old PE teacher, is inadvisable.

Teachers must be acutely aware of the impact of their words and the responsibility they bear in shaping a positive, respectful learning environment.

Ultimately, the safest approach is to cultivate a classroom atmosphere where humour thrives without irony at anyone’s expense, and where every student feels valued, respected and encouraged to learn.

Further information & references

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