Teachers are bullied by their students and their students' parents, both face to face and online. This victimization affects their psychological well-being and their sense of safety. Moreover, witnessing others being bullying may also cause emotional damage. This study aimed to assess the frequency with which teachers witness face-to-face and cyberbullying of their colleagues, examine the correlation between witnessing colleagues being bullied and emotional distress, and examine the role of school culture (Jewish and Arab) as a factor mediating between witnessing colleagues being bullied and emotional distress. The qualitative study included 330 teachers who completed four online questionnaires: demographic questionnaire, bystander in physical space questionnaire, bystander in cyberspace questionnaire, emotional distress questionnaire. The data were analyzed using Pearson correlations and multiple regressions, indicating that 93% of the teachers reported witnessing colleagues being bullied in the physical space and 85% reported witnessing cyberbullying. Moreover, the data showed that witnessing bullying, whether online or face-to-face, is positively and significantly associated with emotional distress. In light of these findings, the article concludes with implications for policymakers whose role is to protect and ensure the strength and resilience of those entrusted with the education of our children.