Hidden curriculum debates constitute one of the most dynamic strands within the sociology of education. Schools do not merely transmit the knowledge and skills listed in the official curriculum; they also shape students’ self-perceptions, their relationship with authority and obedience, their understanding of success and “the correct answer,” the hierarchy within the classroom, and their everyday behavioural patterns. This shaping process is rarely stated explicitly. Instead, it manifests itself in routines, in teachers’ tone of voice, in classroom layout, in reward-and-punishment practices, in how silence is imposed, and in which student behaviours are treated as “normal.” In this sense, the hidden curriculum is not a visible text like the official curriculum; it is a form of social organization embedded in everyday school life.