This study aims to identify the key situations and factors that challenge students' dignity within the school environment, as perceived by teachers, and to analyze and address these challenges through the lens of the Islamic theory of action. Employing a qualitative approach, the research was conducted in two phases. In the first phase, utilizing grounded theory, semi‑structured interviews were conducted with ten teachers until theoretical saturation was reached. The interview data were analyzed through thematic coding, leading to the identification of dignity‑threatening situations in schools. In the second phase, these identified situations were examined using an analytical‑inferential method within the framework of the Islamic theory of action, and potential solutions were proposed.

From the teachers' perspectives, seven main categories of dignity‑threatening situations were identified: improper punishment, inappropriate rules, untimely reprimands, unfair comparisons, mockery, neglect of generational and personality differences, and assessment‑related contexts. The analysis reveals that the common thread underlying most of these challenges is the disregard for students' agency and inherent dignity. The solutions derived from the Islamic theory of action are grounded in two fundamental principles: safeguarding student agency and reinforcing their dignity. Proposed strategies include employing graded forbearance (taghāful tashkīkī) instead of immediate confrontation, designing admonitory rather than humiliating punishments, formulating flexible and transparent rules, avoiding comparisons and mockery, and redefining assessment environments to ensure fairness. These measures have the potential to transform the school from a space that potentially undermines dignity into a nurturing context for student development.