Q&A: JIGSAW EDUCATION GROUP


increasingly needing to address this through their curriculum and wider culture.


How significant is the role of social media and online ‘manosphere’ influencers in driving the rise of misogyny in schools?


It’s the number one issue. Young people are more connected than ever, via technology, but also lonelier than ever. Social media offers a superficial sense of belonging at a time when adolescents naturally start to pull away from their parents and start looking for their own identity and community. What’s particularly concerning is how this content works. It often starts with messages around self-improvement or success, which aren’t problematic in themselves, but this can quickly escalate into content that promotes harmful views about women. Ultimately, these influencers are often motivated by profit, drawing young people in and then taking advantage of that engagement.


Is there an age group that is especially vulnerable when it comes to encountering and internalising misogynistic views?


There’s always been more risk factors around adolescents because they are striving for more independence and it’s at a time when you are more biologically wired to take risks. And young people may not be aware of the consequences. That’s why it’s important that we introduce these topics earlier, using age- appropriate education around respect and healthy relationships, so that the approach is preventative rather than reactive.


Are schools seeing an impact on female staff and students?


We’re hearing of a lot more instances of disrespectful behaviour. Recently, I was in a secondary school and I had a lot of the female teachers talking to me about how they’ve noticed a real difference in how they are being treated now. This includes students questioning their authority more, speaking dismissively, or showing less respect compared to how they respond to male staff. This can have a real impact on staff confidence and wellbeing, as well as on the wider school culture.


What can teachers do to tackle misogynistic language in the classroom – and to help pupils reflect on content they’re seeing online?


When a misogynistic comment comes up, it’s important not to just shut it down or brush it off. A quick “that’s not acceptable” doesn’t help the student understand why it’s a problem. It’s much more effective to follow it up with a conversation. That could be as simple as asking: “What do you mean by that?” or “Where have you heard that


April 2026


idea?” Often, students repeat things they’ve seen online without really thinking about them, so giving them space to reflect can be really powerful.


It also helps if this isn’t just down to one teacher. In schools where there’s a consistent approach, students know that if they use that kind of language, any member of staff will challenge it and ask them to explain themselves. That consistency makes a big difference.


Having someone in school with more training in this area is useful too. For example, a PSHE lead or safeguarding lead can support staff with how to handle more serious incidents or help plan appropriate follow-up if something concerning comes up.


“Young people


are more connected than ever, via


technology, but also lonelier than ever.”


PSHE lessons give students the chance to properly explore topics like respect, consent and healthy relationships, and to unpack the kinds of messages they’re seeing online. For example, looking at how certain influencers present extreme views as advice can really help students start to question what they’re being told.


Ultimately, it’s about creating a culture where students feel able to question what they hear, and where harmful ideas are challenged in a way that helps them learn, rather than just shutting the conversation down.


Many ‘manosphere’ influencers use misinformation to support the views they’re sharing. How can teachers counter this?


Using statistics and evidence is a great way to help students challenge some of the misinformation they may see online. For example, if students believe that many women make false allegations of rape, teachers can show them the research from the Home Office which suggests only 4% of sexual cases reported to the UK police are found or suspected to be false. It’s also important to show students how influencers can slowly draw them in, simply by viewing their self-improvement, fitness or finance tips and how this can gradually lead to content framing women as manipulative, inferior or responsible for men’s failures. Using facts is a great way to help students question what they are seeing online.


Social media algorithms can draw young people into an ‘echo chamber’ that reinforces certain viewpoints. What’s the best way for teachers to help pupils understand this? A good way is to explain to students how platforms work and how they deliberately promote content that is specific to them to try and keep them scrolling so that the platform can show them more adverts. It’s important to help students understand that for the platforms and the influencers, they are just a way for them to make money. There is a UCL study which usually gets students talking. UCL created a number of fake young male TikTok profiles and found that after five days of typical use, the algorithm was presenting four times as many videos with misogynistic content compared to what those same accounts saw at the start. When students see how quickly content can shift due to algorithms, they are really surprised. Once students understand these things, they often become more sceptical and reflect on how their own feeds have changed.


In challenging misogyny, how can schools make sure they don’t alienate male pupils?


Tackling misogyny is not about blaming boys. In many cases, they are being targeted by these influencers. What they need is support, positive role models, and opportunities to build self-esteem and belonging in healthier ways. One school we know does this by introducing mentoring programmes, discussions around positive masculinity, and spaces where boys can talk openly about pressures and identity in a constructive way.


How urgent is this problem – and what gives you hope that this issue can be addressed successfully?


We need to act now. Young people are being influenced in ways that affect how they see themselves and others, and in some cases, they are even being financially exploited by these influencers. What gives me hope is that we are starting to talk about it more openly. There’s growing awareness through research, education and media, and schools are increasingly equipped to respond. Education has a huge role to play here. When schools provide high-quality, consistent relationships education and help students think critically about what they see online, we can prevent these messages from taking hold and support young people to build healthier, more respectful relationships.


To read the Jigsaw Education Group guide, ‘How to tackle misogyny in secondary schools’, visit: u jigsaweducationgroup. com/tackling-misogyny-press/


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