The Architecture of Exclusion: A Socio-Pedagogical Analysis of Mobbing Dynamics in Primary and Secondary Education

School mobbing—characterized by collective, systematic, and prolonged peer exclusion—presents a critical challenge to both student well-being and institutional efficacy in primary and secondary education. While traditional research frequently conceptualizes bullying through an individualistic, psychological lens, this article proposes a comprehensive socio-pedagogical framework to decode the systemic "architecture of exclusion" that sustains mobbing dynamics. Sociologically, we examine how school mobbing operates not as isolated acts of deviance, but as a structured group phenomenon driven by peer socialization, relational power hierarchies, and institutional blind spots. Pedagogically, the paper analyzes how classroom management styles, the hidden curriculum, and varying degrees of teacher agency can either inadvertently legitimize or actively dismantle these exclusionary structures. By bridging micro-sociological theories of group cohesion with critical pedagogical interventions, we argue that effective anti-mobbing strategies must shift from punitive, individual-focused reprimands toward systemic, relational transformations. Ultimately, this article offers educators, school administrators, and sociologists a holistic model to diagnose the structural roots of peer terror and foster democratic, inclusive learning environments.