Responding to Online Misogyny: Guidance for Schools and Educational Staff

Glossary of key terms (that you might hear in and around schools)

Manosphere – A collection of websites, social media groups, and online forums that promote hostility towards women, rigid ideas of masculinity, and an opposition to feminism.

Misogyny – A dislike, hatred or ingrained prejudice towards women.

Incel (Involuntary celibate) – A self-identified label used mostly by men/boys who believe they are unable to form a romantic or sexual relationship with a woman, despite wanting to. It can often lead to the belief that women are to blame for their lack of relationships.

Red pill – Those that have taken the ‘red pill’ believe they have seen the truth (i.e., that society favours women and other ideas that undermine equality).

Black pill – Those that have taken the ‘black pill’, have internalised the belief that some men are destined to fail at forming relationships due to genetics, and nothing will change.

Pick-up artists – A growing form of content on social media, where men share techniques (often called ‘game’ or ‘rizz’) to pursue sexual encounters with women. These techniques frequently objectify women and can encourage coercive or manipulative behaviour, sometimes filmed discretely and shared online.

The 80/20 rule – A (fake) theory that 80% of women are attracted to only 20% of men. This can lead to feelings of anger/blame towards women and is often used to deal with feelings of rejection and inadequacy.

Alpha males – A term used within the manosphere to describe men who are seen as attractive, dominant, and successful.

Beta males – A term used within the manosphere to describe men who are seen as weak, unsuccessful, or ignored.

What is harmful misogynistic content?

Harmful misogynistic content often promotes rigid, stereotypical ideas of “what it means to be a man”. Online spaces such as the ‘manosphere’ which includes incel forums, ‘pick-up artist’ content, and ‘men’s rights activism’, have amplified these ideas, often through influencers who express misogynistic messages in attractive and accessible ways (e.g., Andrew Tate, Sneako, and Jordan Peterson). However, these views/ideologies are often shared across comment sections and group chats that aren’t necessarily tied to a specific influencer.

Social media algorithms play a key role, exposing adolescents to extreme content that normalises aggression, emotional suppression, and inequality. A recent paper from Haslop & O’Rourke, 2025 highlights that young people often encounter misogynistic views through memes, “banter,” and influencer content that blur the line between humour and harm.  

The DfE’s new data shows this is more than an isolated issue: misogynistic attitudes among secondary pupils have now reached an “epidemic scale”, according to the government. When asked to think about just the past week, 37% of pupils aged 11–19 reported hearing comments that made them concerned about the safety of women and girls, and 54% had witnessed comments they would describe as misogynistic (DfE, 2025).

What are the signs to look out for?

School staff and education professionals are often the first to notice early indicators of harmful online influence. The following points outline some behaviours that may indicate exposure to toxic/misogynistic views:

• Sexist language or jokes that demean girls or women. For example, using derogatory terms/language to describe women (e.g., “feminazi”, “femoid” or that “all women are the same”) or mocking boys as “simps” for showing respect.
• Rigid gender role beliefs, for example that “a woman’s place is in the kitchen”, or that “only men can do that job”.
• Feelings of entitlement, where boys complain about “special treatment” for women/girls or feel that they are owed attention or affection.
• Social withdrawal and isolation, linked to spending long hours in online spaces with toxic ideologies.
• Disrespect towards female authority figures, such as ignoring female teachers while showing more respect to male staff.

Recognising these patterns is not about attaching labels to pupils but about ensuring timely support that protects the safety and wellbeing of girls, while guiding boys away from harmful influences.

Approaching these conversations with children and young people

Talking about toxic misogynistic views can feel uncomfortable, especially if pupils make comments that are directed at female staff. The new DfE guidance (2025) is clear that these conversations matter, and that schools should use them as opportunities to support, not just punish.

Practical strategies:

• Show positive versions of masculinity - Instead of only telling boys what not to do, highlight qualities such as kindness, respect, and teamwork as real strengths. Evidence shows boys respond better when these are framed as “what makes a good man” rather than “what not to be” (Haslop & O’Rourke, 2025).
• Bring in positive role models - Boys often look up to older peers, coaches, or male staff. Seeing men model empathy and responsibility can challenge the idea that “being a man” means being dominant or unemotional (Renström & Bäck, 2024). Focusing on specific positive role models (e.g., footballers or celebrities they follow) and allowing children to reflect on their positive traits can be a useful approach.
• Talk about the online world - Many of these harmful ideas spread on TikTok, Instagram, Discord, Reddit, or other social media platforms. Teaching pupils how algorithms push extreme content helps them question why they are seeing it and can help stop harmful messages from being taken at face value.
• Encourage perspective taking – Activities that prompt boys to imagine how certain comments or behaviours might make their peers feel can be powerful. For example, asking pupils to think about how it might feel to be on the receiving end of comments that generalise all women (focusing on real people in their life) can highlight the real-world impact of their language and stereotypes. A useful approach could be creating/showing videos and asking them how it feels to see/hear it.
• Create safe spaces to talk – School-based interventions show that boys are more willing to question harmful beliefs in settings where they feel heard, rather than being punished. Using open questions such as “What makes you think that?” or “What do you think this means?” encourages reflection without confrontation (Amin and Sizani, 2018).
• Link to safeguarding - If you hear repeated misogynistic or harmful views, always log them. This helps schools build a full picture and provide support early. The DfE highlights that these attitudes can overlap with radicalisation, so they must be taken seriously.

Final comments

It is important to recognise that this is a complex and sensitive issue with serious real-world consequences. Above all, it threatens the safety and wellbeing of women and girls, while also drawing in boys and other young people who may be vulnerable to harmful online spaces. Many children who find themselves engaging with these communities are often experiencing isolation, loneliness, or struggles with identity. At first, these groups/communities and content can provide a sense of belonging and understanding, before exposing them gradually to more extreme views. For this reason, when staff challenge harmful views or behaviours, it is crucial that responses are non-judgemental and supportive, to avoid reinforcing an “us vs them” mindset that can deepen a young person’s attachment to these harmful ideologies.

The key message of this guidance is that staff should not try to ‘catch pupils out’ but instead support them in developing healthier, more respectful ideas of masculinity and identity. This not only reduces the pull of harmful online influences but most importantly helps create classrooms where girls and young women feel safe, respected, and included.

At the same time, staff must recognise the emotional impact of hearing and addressing misogynistic or harmful views. These can be deeply upsetting, particularly for female staff and pupils, who may themselves feel directly targeted or unsafe when such views are expressed. It is therefore important that staff:

• Acknowledge and record harmful language or behaviours, even if they are framed as “just a joke”.
• Be mindful of emotional reactions. It is natural to feel upset or angry, but the most effective approach is to be curious (challenge the idea expressed, not the person). This keeps the focus on opening dialogue and avoids responses that could unintentionally push pupils further towards harmful ideologies.
• Reflect on their own biases and seek supervision or peer support where needed, to manage the emotional demands of this work.

Ultimately, the challenge is to hold two truths together: these behaviours and views are harmful and must be addressed, but the most effective way forward is through support, dialogue, and guidance, not shame or exclusion.

Reference list:

Amin, A., & Sizani, I. (2018). Addressing gender socialization and masculinity norms among adolescent boys: Policy and programmatic implications. Journal of Adolescent Health, 62(3 Suppl), S3–S5. https://doi.org/10.1016/j.jadohealth.2017.06.022

Department for Education. (2025, August). Misogynistic myths kicked out of classrooms to protect children. GOV.UK. https://www.gov.uk/government/news/misogynistic-myths-kicked-out-of-classrooms-to-protect-children

Haslop, C., & O’Rourke, F. (2025). Misogynistic and homophobic ‘banter’ in UK digitised ‘lad cultures’: Using research and homosocial affect theory in an educational resource to tackle harmful masculine norms. Men and Masculinities. Advance online publication. https://doi.org/10.1177/1097184x251333778

Renström, E. A., & Bäck, H. (2024). Manfluencers and young men’s misogynistic attitudes: The role of perceived threats to men’s status. Sex Roles, 90(12), 1787–1806. https://doi.org/10.1007/s11199-024-01538-2