This paper examines the biographical experiences of male adults who were sexually abused as students by teachers at Odenwald School (a progressive education school) and a Jesuit college, based on seven open biographical interviews. With limitations in the ideal approach as per the documentary method, the evaluation of the data focuses on three lines of analysis: 1. The significance of the sexual abuse, with consideration for experiences of recognition in domestic life. The individual results are presented in seven life sketches. 2. Thus, the students' need for recognition and acknowledgement allowed the meaning-genetic typified enmeshment arising in the context of the educational relationship to facilitate sexual exploitation by teachers. The sociogenesis of student orientations is developed as part of cultural school experience spaces: libertinism vs. morality. 3. The dynamics of power in closed systems and their transfer to the personal level offer structural opportunities for sexualised violence in both educational relationship constellations.