School counseling is fundamentally an empathy-dependent profession; however, when workplace bullying occurs, it creates a significant ethical paradox where the very professionals trained to foster psychological safety for others find themselves in an environment defined by intimidation. Workplace bullying undermines psychological safety, professional functioning, and ethical practice, yet little research has examined this problem within school counseling settings. This qualitative study explored how workplace bullying is experienced by school counselors in the Philippines and how workplace conditions may contribute to a perceived shift from empathy to intimidation. Thirty-five school counselors participated in semi-structured interviews conducted either face-to-face or online. Data were analyzed using Braun and Clarke’s reflexive thematic analysis, supported by an audit trail, reflexive memoing, and participant feedback on summarized interpretations. The narratives revealed a disturbing progression: bullying manifested as subtle verbal belittlement and 'chismis'-driven exclusion, yet was structurally anchored by weak leadership and heavy workloads. These experiences did more than cause distress; they fundamentally reshaped the counselors' professional identities and their ability to remain present for their students. The findings position workplace bullying in school counseling as both an occupational well-being issue and a service-quality concern, underscoring the need for psychologically safe and accountable organizational environments.