Objective: The objective of the present study was to design a model of social and cultural harms in boys' secondary schools in Babol. Method: The research population consisted of 18 managers and experts in the field of social and cultural harms in schools, faculty members, managers, assistants, and teachers of boys' secondary schools in Babol, who were selected based on purposive sampling using the data saturation technique. Data collection was carried out using a semi-structured in-depth interview method and data analysis was carried out using thematic analysis method. Findings: The findings of the thematic network analysis showed that there are 6 overarching themes, 30 organizing themes, and 240 primary codes of social and cultural harms in schools. The themes (overarching organization) were presented in the form of 6 dimensions, which are: behavioral and disciplinary harms, deviant and psychosocial harms, structural-family and economic harms, educational and cognitive harms, educational and identity harms, and structural and cultural value harms. Conclusion: The increase in behavioral abnormalities among students, on the one hand, indicates the onset of the abnormality at an early age, and on the other hand, indicates its continuation in the future, which will ultimately jeopardize the foundations of society.