Informing and Whistleblowing in Education: Constructing a Classroom Moral Platform

Informing and whistleblowing behavior in education displays differentiated characteristics across age groups, with clear variations in motives, methods, and purposes.This paper argues that the destructive impact of whistleblowing on classroom interpersonal relationships does not stem from its motives, but rather from whether teachers guide such behavior toward institutionalized norms.By introducing the principle of procedural justice and establishing standardized channels for whistleblowing, it is possible to balance order maintenance and privacy protection, integrating students' whistleblowing needs with the classroom system.However, institutional improvement must rely on the endogenous construction of a classroom moral platform.On the one hand, democratic consultation can transform whistleblowing into public participation; on the other, moral internalization education-through themebased class meetings, situational simulations, and other activities-can reshape an ethic of "mutual-assistance-based supervision", promoting the transformation from rule authority to value consensus.This study proposes that only by integrating institutional safeguards based on procedural justice with the construction of a democratic moral platform can classroom governance shift from "passive whistleblowing" to "autonomous management".