VIEWS & OPINION


Tackling ‘toxic masculinity’ in


teenage boys Comment by JUSTYN PAGE, founder of First Round Fitness


As part of their Serious Violence Action Plan, Greater Manchester’s council and police chief commissioned a report that came out at the end of 2019 looking into how violence affects young people. The study found that peer pressure and a culture of ‘toxic masculinity’ increases the likelihood of teenage boys getting involved in serious crime.


The report concluded that schools should provide boys aged 12 –


13 with ‘anger management’ lessons to help manage aggression, understand peer pressures and ‘develop identities and aspirations which do not rely on violence or exploitation’. The report said that boys are being told more than ever that


‘retaliation is a strength and emotions other than aggression are feminine.’ It is perhaps not so surprising then that knife crime offences in Greater Manchester’s schools have risen by 108% since 2015. The link between young people getting involved in violence and


their academic abilities has recently been highlighted by statistics from the Department for Education, which revealed that 10 – 18-year olds who are convicted of possessing a knife are generally lower achievers academically – their GCSE scores are significantly lower than their classmates’ and statistics show that they are more likely to be expelled from school. There is no doubt that helping tackle aggression in teenage boys


should be at the top of schools’ priority lists, but is it realistic to expect that this will be achieved in a passive environment like a classroom? We find that working closely with schools to offer students


alternative ways of learning is an extremely effective way of promoting engagement amongst even the most disengaged students, as they learn key skills such as focus and determination by taking part in vigorous sporting exercises. While there are many creative, non-academic ways of facilitating


learning during school hours, we work with children to provide non- contact boxing sessions in a controlled environment. Not only does this go a long way in encouraging discipline, determination and drive amongst the children, it also provides them with a physical outlet through which they can drain excess energy. High energy physical release inevitably aids in emotional release too, helping drain built-up tension which might otherwise lead to aggression and violence. This is especially important during teenage years, when hormones are raging and emotions flaring. Children are more than ever associating their sense of self-worth


with their test scores. We argue that many students need to be challenged in alternative ways to produce the best holistic development. Such steps include vigorous exercise which pushes them to surpass their perceived physical and psychological barriers, which helps provide young people with a real sense of achievement. The mentality that is developed when pushing barriers and


building resilience creates cohesion during a safe and structured session, which inadvertently helps children learn to trust themselves to make better decisions. As young people’s attitudes towards learning and education shifts, we see a positive change in their behaviour, both in the classroom and at a social level. At a time when schools are under mounting pressure to help curb


teenage violence, they must look beyond the traditional academia- focused system to uncover alternative education services, which, crucially, are conducive to focussing the mind and developing control in young people.


February 2020 Experience is the


best teacher Comment by RUTH MARVEL, Chief Executive, The Duke of Edinburgh’s Award


“The purpose of life is to live it, to taste experience to the utmost, to reach out eagerly and without fear for newer and richer experience.”


Eleanor Roosevelt


What makes you, you? Life experiences, the patchwork of things we’ve done; actions we’ve taken; decisions we’ve made and people we’ve met, has a huge influence on the people we are, our values, strengths, skills and opinions. As educationalists, day in, day out, you’ll see how important life experience is in the development of your students.


You’ll know that stretching experiences outside of classroom walls nurture well-rounded, grounded young adults, that life experience is fundamental to personal growth. But how do we support young people to access the right


experiences? With Ofsted’s framework, launched last year, placing a greater emphasis on character education and a focus across the UK on pupils’ personal development, it’s a question on everyone’s minds. Delivering The Duke of Edinburgh’s Award (DofE) has, quite


rightly, been referenced in Ofsted’s inspection handbook as one way in which schools can support their students with character development, along with aligning with programmes such as the Cadet Forces and NCS. The DofE’s very premise is to give young people life-changing experiences that prepare them for adulthood. Tried and tested for 60+ years, it’s clear that the DofE framework has never been more relevant for young people. But many young people still can’t access these opportunities. A


recent survey told us that 44% of teenagers in the UK don’t think they’re given enough opportunities to build their confidence, resilience or independence. Day to day life isn’t offering young people what they need. And if they don’t have the opportunity to develop themselves, this will affect their success in work: 72% of employers we surveyed told us that they don’t think school leavers are equipped with the right skills. And if they face additional challenges by being disadvantaged, living in poverty or being disabled, the consequences on their lives could be significant. That’s why we’ve launched ‘The Experience List: 25 of the best


character hacks for teens’. A collection of fun and challenging activities that any young person can access to build their character, the List is based on the thoughts and opinions of over 4,000 people. It reflects the environment Gen Z is growing up in, with suggestions to do ‘a digital detox’ ‘dress for yourself, not others’ and ‘try vegetarianism or veganism’ but also includes activities that cross generations, such as ‘campaign for something you believe in’, ‘learn a foreign language’ and ‘go to a music festival or gig’. The Experience List is light-hearted in tone but serious in


message. We’re calling on Government to formalise the List (as it did with ‘My Activity Passport’ for primary school children) and ensure that schools are adequately resourced for character education, particularly for disadvantaged pupils. Let’s support young people in their personal development, to take positive risks and broaden their worlds. And let’s also support their teachers, not just to fulfil Government requirements, but, for the benefit of young people’s futures, to deliver an encompassing education that extends beyond the classroom.


www.education-today.co.uk 23


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48