Beyond Adolescence: Challenging Masculinity, Identity, and Inclusion in Schools

Written By Gemma Hubert

Words by Nic Ponsford, Founder of the GEC, and the GEC Circle (March 2025)

As we continue to explore the evolving role of digital spaces in young people’s lives through these GEC blogs, it becomes increasingly clear that a holistic and inclusive approach is essential to ensuring their safety, mental well-being, and development. The way disaffected boys are portrayed in the media, the seductive nature of toxic masculinity, and the subtle reinforcement of harmful stereotypes all underscore urgent issues that demand collective  “radical action” in our education system.


Navigating Masculinity: Supporting Young Men Through Societal Pressures and Media Influence

GEC CEO and Founder, Nic Ponsford

As a doctoral researcher at Bournemouth University (Centre of Excellence in Media Practice) and Head of Media and Film, as well as a parent to two boys (one of whom is 14), I have been reflecting deeply on the complex issues surrounding masculinity, societal pressures on young men, and the role the media plays in shaping these narratives. The recent Netflix series Adolescence, which features a teenage white boy from a two-parent home as the lead, has sparked important conversations on these themes. Notably, John Amaechi’s LinkedIn post sheds light on the stark disparities in how white boys and boys from other racial backgrounds are portrayed in this series—particularly when they make mistakes. Amaechi points out how the ways in which society responds to youth misbehaviour are not neutral but are influenced by deeply embedded biases that need to be confronted.

Something that stands out to me in the response to Adolescence is the fear among adults that these harmful messages about masculinity and identity are something that all our sons are being bombarded with. My own 14-year-old son, for example, is growing up in an age where online influencers like Andrew Tate are widely discussed as potential influencers on young men. However, it’s not just about a singular influencer; the problem runs deeper. These harmful ideas are being reinforced in more subtle, incremental ways—through small discussions in gaming communities, on Instagram, and across other digital spaces. The fear is that, as a society, we are allowing these influences to shape how boys see themselves and their place in the world.

However, these issues are not solely shaped by the media. The development of self-identity in young men is influenced by a range of factors, including home life, parental expectations, school environments, peer relationships, and broader societal norms. In this context, parents play a pivotal role in shaping values, reinforcing positive behaviours, and providing safe spaces for emotional expression. As you might imagine, discussions about social media and peer dynamics are a regular feature in our household—whether on the school run or around the dinner table at Chez Ponsford. I’m pleased to report that my son even proudly shared his lack of a digital footprint during his school’s recent Internet Safety Day! However, many parents find navigating conversations around masculinity challenging, particularly when external pressures such as toxic online content and peer influence come into play.

School environments, too, can either nurture positive self-identity or reinforce outdated notions of masculinity. This is particularly true when behaviour management systems disproportionately impact boys from Global Majority backgrounds. Schools need to understand that discipline and behaviour management strategies must take into account the complexities of boys’ identities, particularly as societal pressures around masculinity play out differently for different racial and socio-economic groups. If we are not careful, these systems may inadvertently reinforce harmful stereotypes about masculinity and male behaviour.

Peer groups also play a significant role in shaping a boy’s sense of identity. On the one hand, peer influence can reinforce harmful stereotypes and toxic masculinity; on the other hand, peer groups can offer a counterbalance, challenging these narratives and providing positive, supportive networks, even taking them away from the brain-rot, highlight-reel public online social media communities (as I know my son and many of his friends have flown from). Peer groups, when positive, can help young men form healthy identities that embrace inclusivity, emotional expression, and healthy relationships.

In this digital age, online communities are increasingly where young men seek belonging. Many use these spaces to connect, share interests, and build friendships, but others fall prey to radicalisation, toxic masculinity, or damaging social narratives. Social media and digital platforms often glorify hyper-masculinity, violence, and exclusionary behaviours, leaving young men to negotiate complex and contradictory messages about what it means to be ‘strong’ or ‘successful.’ In a world that often promotes these harmful ideals, it is easy for young men to get lost in these conflicting messages, especially without guidance from trusted adults who can help them filter out harmful content and make sense of what they see.

What has been missing from many of these discussions is the voice of young men themselves. This is why it’s so important to create safe spaces where young men can engage in open, honest conversations about masculinity, self-identity, and societal pressures. We need to listen to them, understand their experiences, and support them in navigating these challenges. It is also crucial to provide age-appropriate role models who can offer alternative, healthy portrayals of masculinity.

This is not something that can be addressed with one-off assemblies or classroom discussions. The issues are multi-dimensional, and we need a more personalised, nuanced response. This requires integrating media literacy into the curriculum, understanding the motivations behind seeking social capital, and encouraging discussions that allow young men to critically engage with the messages they receive online and in the media. Furthermore, we must bring in experts—such as those in the GEC Circle—who can guide these conversations and help schools and communities foster supportive, empowering environments for boys.

As Jack Thorne, co-writer of Adolescence, poignantly states: "He is this vulnerable kid, and then he hears this stuff which makes sense to him about why he's isolated, why he's alone, why he doesn't belong, and he ingests it. He doesn't have the filters to understand what's appropriate." He goes on to explain that, "At this age, with all these different pressures on him and with the peculiarities of his society around him, he starts to believe that the only way to reset this balance is through violence" (Thorne, 2023). These words highlight the dangerous impact of unchecked masculinity on young men, especially when they don’t have the tools to process their emotions or understand the harmful ideologies they are exposed to.

The conversation about masculinity and young men must be multifaceted. We must create supportive, safe environments for them to process these complex issues, offer role models who exemplify healthy masculinity, and actively challenge outdated narratives in media and society. Only then can we help young men develop positive self-identities that are not limited by toxic masculinity but enriched by understanding, emotional expression, and inclusivity.

What the Boys Say About Education – Introducing GEC Kaleidoscopic Data

Our GEC student voice data, gathered from over 13,000 pupils in the last 18 months, underscores significant trends in the lived experiences of students across all inclusion topics. Interestingly, boys consistently report the most positive experiences regarding inclusivity, support, and representation in their classrooms. This is particularly evident when we examine their responses:

  • 29.90% of boys strongly agree that they feel heard in school, with only 4.24% strongly disagreeing, making them the group most positively engaged across all surveyed demographics.

  • One in three boys believe that their learning needs are fully supported, with 34% feeling welcomed and wanted at school.

  • 35.51% of boys strongly agree that they are included in lessons, and 25.75% strongly agree that they enjoy school.

These findings resonate with themes explored in Adolescence, a show that portrays the complexities of growing up and navigating the challenges of student life—both at home and at school. While the fictional characters in the series may struggle to find their place and feel heard, our data suggests that many boys in real life report feeling included. However, this does not mean that they are free from broader societal and psychological pressures.

Despite these positive trends, we must consider the hidden challenges that many boys face—especially around mental health, identity, and digital influences. Some young men seek online communities for safety and belonging, but we are also aware of the risks of radicalisation and exposure to harmful content. If boys feel unsupported at home, school, or in their peer groups, they may look elsewhere for affirmation—sometimes in dangerous places.

Help from the GEC: Practical Steps Forward

At the Global Equality Collective (GEC), we believe in not only identifying these gaps but also providing actionable solutions to address them. Our GEC Platform data forms a central part of this approach, offering a powerful resource for schools and trusts to understand their unique contextual inclusion challenges. We don’t just ask why gaps exist—we help schools identify what comes next.

Through the GEC Circle, a network of leading education experts, we offer practical advice and support to school leaders, empowering them to take tangible steps toward building inclusive environments. We’ve invited our Circle of experts to contribute their insights, ensuring that this guidance is rooted in real-world experience and practical application. Thank you to all of you who responded to this CTA and generously have shared your expertise. If you would like to know more about the GEC Circle as a school or trust leader, or you would like to join the Circle, please get in touch with us! 

What Schools Can Do Right Now

Based on our research and expertise, we recommend the following immediate actions for schools:

✅ Foster a culture of listening – Ensure that all students, especially those from marginalised backgrounds, feel genuinely heard in school discussions and decision-making. Use student voice surveys to report and support your young people, like those included in the GEC Platform.
✅ Train staff on bias awareness – Help teachers and school leaders recognise and challenge unconscious biases in behaviour management and expectations. (Again the GEC Platform offers leadership audits, staff surveys and reportage, coaching recommendations for SLT and all-staff access to quality assured CPD. See the reviews here.
✅ Provide safe spaces for emotional expression – Encourage boys to engage in conversations about identity, masculinity, and mental health without stigma (once you have your data and staff are trained)
✅ Address digital influences – Educate students on healthy digital habits and provide guidance on navigating online spaces safely (by bringing in the experts)
✅ Strengthen parent-school partnerships – Equip parents with resources to have open conversations about masculinity, identity, and societal pressures (again train staff first and make sure your directory includes those that can both train school and home)

Conclusion

By equipping educators with the right tools and expert knowledge, we ensure that schools are not just aware of these challenges but actively addressing them. At the GEC, our mission is to create school environments where every student—regardless of gender, background, or learning need—feels heard, supported, and valued.

Let’s turn data into action and ensure that schools foster positive, inclusive experiences for all students.

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GEC Circle Response

GEC Circle Expert Insights by Common Sense Media

GEC Circle experts, Common Sense Media is a globally recognised organisation dedicated to helping young people navigate the complex digital landscape with confidence and critical thinking. Through rigorous research, expert reviews, and educational resources, they empower educators, parents, and students to develop strong media literacy skills—essential in an era where digital content shapes perceptions, attitudes, and behaviours.

As a member of the GEC Circle, Common Sense Media provides valuable insights into how schools can equip students with the tools to critically engage with online content, challenge harmful narratives, and foster inclusive digital communities.

Netflix’s Adolescence Overview - What You Need to Know

“Adolescence is a powerful British drama about a 13-year-old boy arrested on suspicion of murdering a girl in his school. The series examines the murder's impact on the accused boy, his family, the police, the school, and the community through four one-shot episodes that immerse viewers in the unfolding story. The murder itself is only shown briefly via distant CCTV footage, though the emotional aftermath is explored in depth. Jamie (Owen Cooper), the accused teen, displays concerning behaviors including anger issues and toxic attitudes toward women. Strong language appears throughout, including frequent use of "f--k," "s--t," and British slang terms like "nonce" (pedophile). The series tackles difficult themes including teen sexuality, with references to explicit photos being shared without consent. Social media, particularly Instagram, plays a significant role in the plot, highlighting cyberbullying and online harassment among teens. Violence is mostly discussed rather than shown, though there are some physically threatening scenes. While the content is mature, the series raises important questions for both teens and parents about the dangers of toxic masculinity. Detective Bascombe (Ashley Walters) and clinical psychologist Briony Ariston (Erin Doherty) provide positive adult role models as they navigate the case with integrity.”

Our GEC Circle global experts on everything TV, Film and Media, Common Sense Media suggest: 


GEC Circle Expert Insights, Male Mental Health (Online and Offline) and Author Matt Pinkett

Matt Pinkett is a leading voice in education, masculinity, and male mental health. As an author and experienced educator, he has spent years exploring how societal expectations of masculinity shape boys' behaviour, mental well-being, and relationships—both online and offline. His work challenges stereotypes and highlights the urgent need for nuanced conversations about the pressures young men face in today's digital age.

In this piece, Matt examines the unsettling impact of Netflix’s Adolescence, the rise of online misogyny, and what educators, parents, and society can do to support boys before they fall into dangerous narratives.

“Every now and then, a TV show comes along that makes the arses of teachers and parents collectively clench. Netflix’s Adolescence, with Stephen Graham at the helm, is one of those shows. It’s raw, unsettling, and — for some of us — worryingly plausible. On social media, teachers and parents alike have been awash with panic: Is this really happening in our schools? Is every quiet lad in Year 10 one YouTube spiral away from misogynistic extremism?

I get the panic. I really do. But I think we need to take a breath, steady ourselves, and untangle fear from fact.

First things first: incel culture (involuntary celibate) is real. The misogyny you find festering in the dark places of the internet — the so-called ‘Manosphere’ — is not fiction. And yes, some boys are engaging with this stuff. It’s also true that, tragically, the hatred sometimes spills into the real world. We’ve seen that with Elliot Rodger and Jake Davison. When it turns violent, it’s devastating — and it devastates women. We cannot and should not downplay the harm caused by this ideology, both online and offline.

But here’s the bit that rarely makes the headlines: most incels aren’t violent. They’re lonely. Anxious. Struggling. Full of self-loathing.

William Costello and his team’s research — commissioned by the UK government — paints a very different picture of incels from the one so often drawn by the mainstream media. In his study of 561 incels, one in five reported contemplating suicide every single day for the previous two weeks. Nearly a third met the diagnostic criteria for depression. Their online spaces can be vile, yes. But often, beneath the bluster, are young men who feel completely hopeless. Learned helplessness — the belief that nothing they do will ever change their circumstances — is rife.

Some of the criticism aimed at Adolescence, criticises the fact that the show didn’t shine a light on exactly how boys get indoctrinated into online misogyny and incel culture. The fact is, these boys are directly targeted. Research from Dublin University found that It takes, on average, just 23 minutes for certain social media algorithms to start recommending misogynistic content to male users, regardless of whether misogynistic content was searched for by the user in the first place. Twenty-three minutes. What starts with fitness advice or dating tips, suddenly becomes content that’s steeped in bitterness and blame.

But here’s the thing: while some boys do fall down that rabbit hole and emerge angry and dangerous, most don’t. Most are simply lost, looking for answers in all the wrong places.

What we don’t do is meet panic with panic. Finger-wagging lectures and witch-hunts will only push these boys further into the corners of the internet where this stuff festers. Boys who feel misunderstood or vilified will double down.

Instead, we need to talk to them. Properly. Not with an assembly PowerPoint. Not with moralising. Just honest conversations. What did you make of that show? Do you get why that character ended up there? Have you ever felt like that?

Connection trumps condemnation. Curiosity trumps fear.

Yes, some incels are dangerous. That needs to stay on our radar. And yes, women suffer because of this ideology — online abuse, fear, and in the worst cases, violence. We must not lose sight of that. But most of these boys? They are scared, lonely, and desperate for someone to show them a different way.

So yes, Adolescence should unsettle us. But instead of panicking, let’s roll up our sleeves, keep listening, and keep showing up for the boys who need us most. And maybe — if we’re honest — remember that at some point, all of us have felt a little bit lost too.”

Takeaways: 

GEC Circle Expert Insights by Bold Voices founder, Natasha Eeles

A culture of misogyny and gender-based violence

A common reaction we’ve heard from parents and adults in response to Adolescence is fear of the online world and the harmful content that children and teenagers are exposed to. While this fear is incredibly valid, we must also be wary of not letting this fear distract us from the roots of this problem that exist far beyond the internet and the communities found there. It is in the subtler moments in the show that we see these roots and an acknowledgement that it isn’t just the online world that led to Jamie’s actions, it is a wider ‘culture’ of gender inequality. 

Jamie describes his dad as a hard worker who provides for his family, who can get angry and lose his temper, who loves his wife and is good to women, but doesn’t have any female friends. None of this is positioned as ‘good’ or ‘bad’, but it holds a mirror up to the expectations we have of men and masculinity that continue to frame a ‘real man’ as someone who is physically and emotionally strong and dominant, who protects and provides for loved ones and who sees women as objects of love and affection, but not necessarily giving space for relationships to women that exist outside of caregiver, nurturer or romantic partner. Jamie does not address his mum or sister - exclusively reaching for the support and validation of his father and he shares his awareness of his dads disappointment/shame at the fact that he wasn't 'sporty', something his dad later on reflects on too. 

At Jamie's school we see the subtle moments of misogyny and gender inequality when the school teacher only introduces the male police officer until a few moments later when she realises her omission and quickly introduces the female police officer. We hear male students shouting "Shut up miss!" and the response to Ryan after he is punched when another student says "You just got banged by a girl you sausage”. We are even given an insight into the way the female psychologist is made to feel uncomfortable by the male security personnel who shows her the CCTV.

What happens if we watch the show without focusing on investigating the crime itself, but instead, understanding the culture all around it? The show perfectly presents the subtleness of gender stereotypes and gender attitudes that are pervasive in society. How they are shaping the way we talk to and about each other based on gender, what we expect from ourselves and each other based on gender and how we treat ourselves and others when those expectations are not fulfilled.

Adolescence confronts us with the truth that acts of gender-based violence are not committed by ‘bad apples’. Jamie is a 13 year old child who has been indoctrinated and who has had gender-based violence normalised and even glorified. Some of that has happened online, however the attitudes and behaviours Jamie has consumed online are only able to lead to such violence because they are reflected back in the world all around him; from his family to his school to his friends. We are reminded that Adolescence raises the questions rather than providing the answers. The answers lie in the communities around young people coming together to prioritise education that gets to the root of the issue and addresses the gender stereotypes and attitudes that seem harmless in isolation, but together contribute to a culture that normalises gender-based violence and misogyny.

Takeaways:

GEC Circle Expert Insights by What Makes A Man, Andrew Bernie

Andrew Bernie, a renowned male mental health expert within the GEC Circle, offers valuable insights into how social media and the ‘manosphere’ (a group of online spaces often perpetuating toxic masculinity and misogyny) affect young boys. His work draws attention to the portrayal of masculinity in the media, particularly within social media spheres where influencer culture exacerbates unhealthy gender norms.

Andrew Bernie highlights the Netflix drama Adolescence as a poignant reflection of the pressure boys face in a hyper-masculine world shaped by online spaces:

“He’s 13…” is one of the first things that we hear his dad say (played in an award-worthy performance by co-creator and co-writer, Steven Graham) as the officers and detectives swarm his house at six a.m. on an ordinary day that turns out to be anything but ordinary.

The incredible story which unfolds over the four one-take episodes unveils Jamie’s secret life, the harmful ‘red-pill’ / manosphere / ‘incel’ content he’s been consuming, the way he and his friends use Instagram and emojis are used to humiliate and bully one another, the brutality of teenage relationships – online and in person – and how Jamie (and all teens using social media to some extent) are groomed to start to feel inadequate, ugly and worthless. 

It is this worthlessness and poor self-image that leads so many young people to turn to the suggestions they find online and amplify amongst their friends – body sculpting, diets, make-up, sexting and in the case of many boys and young men, hyper-masculinity and the idea that to avoid becoming ‘involuntarily celibate’ they need to become ‘more of a man’ because of spurious ideas such as the 80:20 rule, that 80% of women and girls would ONLY date or fancy 20% of men and boys. The idea that both men and boys are under pressure to become ‘uperior’ or ‘High Value’ men and that women are ‘too choosy’ or have ‘unrealistically high’ standards…both of which aren’t necessarily true but if it helps men with microphones increase their audience and therefore incomes, they will do what sells…despite the impact it’s having on real men and boys…and consequently women and girls.

The influencer mentioned in the series “f***ing Andrew Tate” is, as I’ve said many times, the tip of the misogynistic manosphere iceberg alongside Aspirational Misogynists from the Fresh n’ Fit podcast and other figures like Joe Rogan, Jordan B Peterson and alleged serial sex-offender Russell Brand – all of whom have capitalised on the income-incentivised social media platforms to make money and influence young men and boys. Their version of traditional / hyper / ‘toxic’ / dominance-based masculinity is built on the suppression of women and girls and pointing the blame at ‘feminism’ and ‘man-hating feminists’ – it’s a classic case of DARVO: Deny Accuse Reverse Victim and Offender which is a very common tactic amongst abusive and controlling people.

What we see in Adolescence is a snapshot of the way these narratives play out in one boy, in one school, in one town and the effect it has on everyone around him. Jamie is not painted as the victim at the exclusion of the fatally-stabbed Katie Leonard neither is he excluded from blame, but it is revealed that gradually he became drawn into malign influences he found online which were suggesting that unless he took action, the humiliation he felt would get worse. That ‘real men’ don’t get shamed online and that he wouldn’t get what he was entitled to unless he took some action.

Ultimately, if we want better masculinities and men and boys who will open up about their concerns and feelings we need male role models who will do that too – alongside making space for boys to be able to do so too”

Takeaways:

  • Andrew’s expertise stresses that it’s crucial to engage with boys early on and challenge these toxic influences by offering supportive, open, and non-judgmental spaces for emotional expression.

  • Get some CPD and deeper insights into the impacts of manosphere influencers and porn on teenagers.

  • Ensure your PSHE / RSE teachers are 50:50 male:female – also try and have two PSHE / RSE Leads – one male one female. We need men to step into these roles because boys radicalised to misogyny won’t listen to women about unhealthy masculinities.

  • Follow this with in-school support. For example, start a Gender Equality / Student Voice group to support young men and boys to open up debate around masculinities, challenge unhealthy masculinities, question narratives around masculinity and open debates about the need for feminism to ensure equality – after all the happiest countries in the world are also the most equal! (Bernie suggests that you look to St Michaels in Sandwell, Birmingham, have a superb Student Voice and a project called The Matrix which asks ‘Am I manly Enough?’ encouraging male teachers and visitors to carry and use a pink reusable coffee mug to challenge stereotypes AND encourage men and boys to normalise speaking about their feelings).

  • What Makes A Man blogs about some of the issues raised here:

GEC Circle Expert Insights from Frances Akinde (SEND, Inclusion, and Anti-Racism)

Frances Akinde, an expert in SEND, inclusion, and anti-racism and a mother of five black boys, offers a critical perspective on the intersection of race and masculinity. She questions the portrayal of masculinity in the media, especially regarding how it intersects with race. For example, the casting of a white boy as the lead in Adolescence raises important conversations around how Black boys are represented and the unique pressures they face.

“I haven't been able to bring myself to watch adolescence yet. But I find the narratives around the casting interesting, especially questions around the casting of a white boy as the lead and whether we should be questioning the writer's own masculinity. Is he man enough? What does this even mean? 

As a mother to 5 black boys, I regularly have conversations with them about masculinity, toxic masculinity and what this means to them. Our discussions explore their perceptions and interactions in the world and how hard it is for them to show up in it.  

We talk about their sense of self and what it means ‘to be a man’ a black man, in our society. Their sense of self is influenced by their family, their friends but also on a wider level, how the media portrays them.  Our boys have a lot of expectations placed on them which can be seen as either empowering or limiting, 

The struggle to fit into predefined roles often leads to internal conflicts. Black men have one of the highest rates of death by suicide. Why? 

Before the age of 11, Black boys are not reported to have high levels of mental health needs. After this age, peer pressure and the desire to conform can lead to stress and anxiety and at the same time adultification kicks in. They are conditioned by experiences to believe that they are no longer cute, instead they are now a threat.  

Open conversations help them navigate these issues, encouraging them to embrace their individuality and resist harmful stereotypes. This is the biggest piece of advice I would give to parents and carers. Talk to your children and take the time to listen, really listen.  

Education plays a crucial role in shaping their understanding of masculinity. Schools can either reinforce traditional gender roles or provide a space for critical thinking and self-expression. I advocate for inclusive curriculums that recognise diverse identities and promote mental well-being. Programmes that focus on emotional intelligence and resilience can be instrumental in helping young men develop a healthy sense of masculinity. 

But schools can also perpetuate harmful stereotypes. Teaching boys and young men that they should always be tough, emotionally resilient, and capable of handling every situation without showing vulnerability can be detrimental. As educators we have to challenge these stereotypes and create an environment where boys feel safe to express their emotions and open up about their experiences. 

Furthermore, societal expectations often dictate that boys should aspire to certain careers or roles, which can limit their potential and happiness. Encouraging boys to explore their interests freely and support their ambitions, irrespective of traditional gender roles, is crucial for their development. 

As parents, carers, and educators, we must work together to challenge the status quo and provide a nurturing environment for boys to flourish. Part of that process involves actively dismantling harmful stereotypes and encouraging emotional expression. When we are committed to creating an atmosphere where boys feel safe to share their feelings and experiences, we help them develop the ability to identify and avoid toxic influences. 

In turn, this approach not only supports their personal growth but also contributes to their overall happiness and fulfillment.”  

Takeaways: 

  • Frances also emphasises that the portrayal of Black masculinity in media, and the overarching societal expectations placed on Black boys, can lead to higher levels of anxiety, depression, and ultimately, suicidal ideation. This phenomenon is not just about fitting into a traditional role of masculinity but is exacerbated by the stereotypes they are subjected to both in the media and in educational environments.

  • Frances advocates for more inclusive curricula in schools, ones that critically engage with these topics and foster emotional intelligence and resilience in young men of all backgrounds, particularly those from marginalised communities.

  • Frances is part of the GEC Circle - find out how she works with the GEC and find more of her work here.

GEC Circle Expert Insights from TAC Access (Mental Health Platform for Young People)

TAC Access is an innovative platform developed by mental health professionals and GEC Circle experts. The platform seeks to bridge the gap between young people, their families, and mental health professionals by providing a curated directory of vetted therapists who specialise in adolescent care. Their approach is rooted in the need to give young people agency in choosing mental health support, a key feature that differentiates TAC Access from traditional systems where care is often assigned without input from the young person. Julian Rose, Co-Founder of TAC Access says:

“Children and young people are spending almost as much time living in the world of social media as they do at school or college. On average this tots up to between 4 and 5 hours a day- up to 35 hours in a week. That’s pretty much the same as time spent in school- assuming regular attendance. Of course, there are many benefits to using social media. It enables children and young people to stay connected with friends and with what’s happening in the world but spending lots of time “doomscrolling” or viewing difficult content can leave them feeling insecure or overwhelmed. In any case, what’s clear is that their views and attitudes are bound to be shaped to some extent by their experiences on social media.

The Netflix drama, “Adolescence,” like last year’s series about the Post Office Scandal has cut

straight to the heart of a major societal challenge and it’s got everyone, even the Prime Minister talking about Jamie. Themes of cyberbullying and misogynism emerge revealing how lives played out on social media result in Jamie murdering classmate, Katie.

The series depicts a chaotic school environment where teachers are struggling to handle unruly students. Schools and colleges work under an immense cocktail of external pressures through which they are held accountable for a dizzying array of outcomes. Responsibilities now include support for mental health. A not inconsiderable challenge when 1 in 5 children and young people now have a diagnosable mental health condition.

There is broad agreement that social media is one of the factors contributing to problems with well-being and mental ill health. A strong curriculum offer is the first tool that schools and colleges have to support children and young people. Ideally, this should be co-created with the wider community to ensure that everyone shares in the key messages. Mental health support teams in schools can offer fantastic support too but let’s be honest, there’s a time when you need expert help.

Young people like Jamie need to feel empowered and his parents and teachers need to be talking. They need to know where to turn when they’ve run out of road. In the aftermath of the Covid lockdowns, I was struggling to find that help for children in my school. My colleague, Ruth conceived the idea of TAC access , an end-to-end platform not unlike a dating site, where adults, children and young people can choose from a directory of qualified and vetted therapists who can meet their needs.

We had both experienced situations where children and young people had rejected therapists booked on their behalf. Like Jamie- they needed to feel they had choices, so we asked therapists to record videos and we encouraged families, carers and teachers to offer children and young people a choice from a shortlist. We passionately believe that a service like ours should be available free to schools, colleges, parents, carers and young adults.

TAC Access provides essential support by helping young people, especially those like Jamie who might be grappling with the pressures of hyper-masculinity, to find the help they need in an accessible and supportive way. TAC Access also supports schools and colleges in navigating the complex issue of mental health by offering resources and tools for teachers, counsellors, and parents to identify when a child might need more than the basic support system within a school. 

Takeaways:

GEC Circle Expert, Dr Holly Powell-Jones of Online Media Law, says:

“The potential harms of the online world seem ‘invisible’ to Jamie’s parents in ‘Adolescence’ – but most of us are all too aware of digital risks to children these days (so much so that some want to ban their kids from smartphones altogether…)

But research shows banning smartphones is not an effective solution, and restricting internet access can infringe upon their basic rights. For example, individual internet-enabled devices became essential for accessing education during Covid lockdowns. 

Children and young people (just like us) rely on digital tools for many important aspects of modern life: social connection, play, exploration, participation, expression, and getting important information - to name just a few.

That’s not to say concerns about the online world aren’t valid: Young people (in their own words) report feeling cautious, anxious, bored, lonely, upset, sad and confused about their online experiences. More recently, the National Crime Agency (NCA) issued a serious warning about teen boys and illegal activity online.  

What can we do to address online risks to young people? 

First, acknowledge that risk-taking (including digitally) is a normal part of growing up. 

Most adults will admit to some bad decisions in their own adolescence. Making mistakes along the journey from childhood to adulthood is inevitable. Avoiding judgement and showing empathy will help a child to feel your support – and lead to more positive interactions. Nurturing a strong bond and having open conversations about the online world is the best way to keep children safe. 

If they don’t want to talk to you? Signpost other support available, such as Childline or The Mix.

Secondly, stay informed. The NCA highlights that many young people who engage in low-level cybercrime aren’t aware they’re breaking the law.  This echoes my own PhD research with teenagers, which shows many teens don’t know that things like hate speech, glorifying terrorism, harassment, threats, grossly offensive material, and intimate image abuse are all illegal in the UK. Not all harm and risk online will be a police matter: If you’re unsure, look to ReportHarmfulContent.com for advice – and urge your child’s school to get up-to-date training on Online Media Law. 

Thirdly, role models. It’s easy to slip into monitoring children’s behaviour online without being critically reflective about our own. Research shows adult use of online communication platforms is near-universal at 99% in the UK. Setting boundaries and agreeing household rules (together) can help families to navigate screentime as a collaborative venture. Not only can this reduce conflict (as teens are more likely to comply with rules that they’ve helped to develop), it establishes a role of responsibility that goes both ways between adults and adolescents. This brings all of us – not only children – one step closer to healthy digital lives.”

Takeaways: 

GEC Circle Expert, David Bartlett, Lifting Limits

The new Netflix show Adolescence shows the urgent need for change in how we are caring for our young boys. It has rightly sent a shockwave through audiences. It’s not just the horror of a 13-year-old boy murdering a classmate. It’s the slow, devastating realisation that this boy — sweet-faced, suburban, and frighteningly normal — could be anyone’s son. The killer isn’t a psychopath. He’s a child shaped by the online manosphere, indoctrinated into an ideology that teaches boys to reject empathy and dominate others, particularly women.

What makes the drama so chilling is its realism and its wide relevance. Red-pilling — a concept taken from The Matrix and repurposed by misogynists — is no longer niche. It’s mainstream. It’s on TikTok, YouTube Shorts, WhatsApp groups. It’s fed online to boys who aren’t even looking for it. According to the NSPCC, 25% of the content shown to boys online is misogynistic. If they engage with it even slightly, that figure jumps to 75%.

For many boys and young men, our society has left a vacuum where healthy, hopeful versions of masculinity should be. Instead we have a growing number of male influencers who sell dominance as confidence and coercion as strength. In just the last two weeks, Adolescence has combined with the Centre for Social Justice’s Lost Boys report to generate the most extensive media attention on boys and young men in a decade. But alongside all the genuine concern, comes a risk - of painting a whole generation of boys as lost and a danger to themselves and others. And we risk reaching for the wrong solutions, ones that are not rooted in a deep understanding of the complexities of boys’ and young men’s lives?

Many boys live in a world that tells them to be strong, silent, and in control, but doesn’t give them the emotional tools to deal with vulnerability, uncertainty, rejection and fear. They are offered a warped version of manhood that’s all dominance, no empathy. It’s on TikTok, in group chats, in the language of toxic influencers. These ideologies have gone mainstream, and they strike a chord with many boys — not because they’re inherently violent, but because they’re looking for identity and connection, and they feel no one else is offering them a meaningful and positive way to be a young man.

Versions of masculinity that are grounded in emotional strength and compassion do exist, of course — in grassroots organisations, in schools, in the arts — but they are easy to miss in an algorithm-driven online world.

So we’ve got work to do. We need to help boys make sense of what they’re seeing and hearing - teach them to think critically, talk openly, and see vulnerability not as weakness but as strength. Boys and girls do not face the exact same challenges, of course. But we need to realise that- in their own way - boys need empowering just as much as girls.

Central to all this must be education. Not just in the formal sense, but in the deeper, cultural sense of what we teach boys about who they are, who they can be, and what it means to be a man. No single programme can be more than a small part of the solution – but Beyond Gender Stereotypes (BGS) has the potential to be just that – part of the solution.

Takeaways:

Additional GEC Resources

  • GEC Platform - the award-winning and world’s first inclusion and well-being platform. Come find out more on our website and access a virtual demo today! 

  • GEC KnowHow - the largest EDI collection for your bookshelves and playlists. Bernie recommends the following from our collection for your CPD: –

    • Men Who Hate Women by Laura Bates (the canary in the coalmine about manosphere misogyny); 

    • For The Love Of Men by Liz Plank;

    • Working With Boys by Andrew Hampton;

    • The Descent Of Man by Grayson Perry;

    • Invisible Women by Caroline Criado Perez.

  • GEC Circle Blogs - eSafety meets EDI

  • The GEC Body Image Report - We partnered with GEC Circle, male mental health expert, model, actor and influencer, Tommy Hatto on this global research that surveyed 1,000+ young people across 60 countries to find out what young people felt about body-image, social media and self-image. Here is what they told us!

  • GEC Pinboard - Get involved with research and take up discounts and offers from our GEC Circle like the free BGS course for Primary schools from Lifting Limits and Teach Gender Equal lesson plans here: https://www.thegec.education/gec-pinboard 

  • Find out more about the GEC Circle and Platform here!

Gemma Hubert
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Ready for Ofsted? The Framework That Turns Inclusion into Action