Why Lecturing Boys About Misogyny Doesn't Work
The Scale of the Problem
Recent UK research shows:
80% of boys aged 16-17 have consumed content created by Andrew Tate (Hope Not Hate, 2023)
42% of children aged 9-16 hold neutral or favourable views of Tate (Internet Matters, 2023)
76% of secondary school teachers are strongly concerned about online misogyny's influence on pupils (University of York, 2025)
90% of secondary teachers say schools would benefit from teaching material addressing online misogyny (University of York, 2025)
Yet dedicated classes on this topic are currently rare in UK schools.
From September 2026, every school in England must address misogyny and harmful online influences under updated statutory RSHE guidance.
What Teachers Are Seeing
University of York researchers asked 200 teachers to describe recent incidents of online misogyny in their schools.
Secondary schools reported:
Male pupils telling female pupils, "I wouldn't even rape you, and "You wouldn't make much money on Only Fans"
Boys not understanding what consent means
Discriminatory language toward female students about suitable jobs
Higher rates of disrespectful behaviour toward female teachers compared to male teachers
When challenged, students referenced Andrew Tate as justification
Primary schools reported:
Male pupils saying "it's okay to hurt women because Andrew Tate does it"
Boys telling girls "they belong in the kitchen"
Male pupils touching girls non-consensually without understanding why it's inappropriate
One teacher wrote: "The majority of the girls in my class have been worried about coming to school due to what the boys may say or do to them"
aThe research found that 26% of teachers referenced male pupils discussing misogynistic influencers like Andrew Tate.
September 2026 Statutory Requirements
The Department for Education published updated RSHE guidance in July 2025, mandatory from September 2026.
Secondary schools must teach pupils:
How to recognise misogyny and understand its link to violence against women and girls
About subcultures of involuntary celibates (incels) and online influencers
To identify and challenge harmful beliefs about women and relationships spread online
The importance of positive male role models
How AI, deepfakes, and pornography link to misogyny
Sexual ethics beyond consent, emphasising kindness and respect
The guidance states: Schools should do this "without stigmatising boys for being boys."
Why Attacking Tate Directly Backfires
Research on the manosphere shows that directly criticising Andrew Tate can be counterproductive.
A 2024 study found that Tate's appeal to boys partly turns on his "maverick" status. Like populist figures, he positions himself as telling uncomfortable truths that the establishment wants to silence.
The researchers concluded: "Attacking Tate's views and messages is likely to be counter-productive, potentially adding fuel to the fire of the maverick and victim identities he, and other manosphere influencers, like to foster."
The study found boys simultaneously condemned Tate's most extreme statements while endorsing underlying sexist beliefs. They'd say "Tate goes too far", but then agree with statements about male dominance in relationships and emotional suppression as strength.
Researchers noted that focusing on individual influencers creates a "whack-a-mole" approach problem. When one influencer is deplatformed, the underlying masculine archetypes and belief systems continue circulating through repost accounts and peer conversations.
The Parent Factor
Research shows the problem extends beyond schools:
56% of fathers under 35 approve of Andrew Tate (Internet Matters, 2023)
20% of parents overall have a positive view of him (Internet Matters, 2023)
Internet Matters research found: "Many parents still think that people are exaggerating how common online misogyny is - 39% of parents of boys and 23% of parents of girls."
The research notes: "This demonstrates that while many parents recognise online misogyny and are concerned, some parents may also not be best placed to help children navigate the impact of misogynist influencers."
What Research Says Actually Works
Studies on masculinity education in schools identify several key principles:
Frame as healthy vs unhealthy, not moralistic lectures
Research consistently shows boys engage better when invited to think critically about what serves them versus what doesn't, rather than being told what's right or wrong.
The PSHE Association guidance states: "Directly criticising pupils may lead them to feel defensive and so further committed to problematic views."
Peer influence matters more than teacher lectures
Research on masculinity development shows boys are heavily influenced by peer modelling. When boys see other boys modelling different behaviours, it normalises those behaviours more effectively than adult instruction.
Address underlying fears
Research shows manosphere content appeals to boys' fears about economic futures, romantic rejection, being perceived as weak, and not measuring up to other men. Effective education acknowledges these fears rather than dismissing them.
Multiple touchpoints, not one-off interventions
Research on behaviour change education consistently shows sustained engagement across multiple sessions is necessary. One-off assemblies or workshops don't produce lasting behaviour change.
Role models within schools
Studies emphasise the importance of male staff, senior students, and community members who can model healthy masculinity. Teachers and coaches serve as observed models of what masculinity looks like in practice.
Why Most Interventions Will Likely Fail
Based on what schools typically do when faced with new statutory requirements:
PowerPoint-based delivery: Traditional PSHE delivery methods aren't effective for engaging students on sensitive topics. Schools defaulting to slides and information-based teaching won't produce behaviour change.
One-off compliance exercises: Research shows single assemblies or workshop days don't create lasting behaviour change. Schools need sustained, progressive learning.
Insufficient resources for teachers: PSHE coordinators are often non-specialists managing multiple responsibilities. Without ready-to-run, engaging resources, implementation quality will be inconsistent.
Ignoring the home environment: With over half of young fathers approving of Tate and nearly 40% of parents of boys thinking online misogyny is exaggerated, school-only interventions face contradictory messaging at home.
What Schools Should Do
Start planning now. September 2026 is 8 months away. Schools need to begin implementation before the statutory deadline.
Invest in evidence-based resources. Quality matters for sensitive topics where poor delivery can be counterproductive.
Plan for sustained delivery. Multiple sessions across the school year, not one-off interventions.
Include teacher training. Staff need confidence addressing topics they may not have experience with.
Engage parents. Provide resources for families to support school messaging at home.
Measure impact. Data on engagement and knowledge gain helps demonstrate effectiveness and refine delivery.
Reference List
Hope Not Hate (2023)
Poll commissioned by Hope not Hate charity on youth exposure to Andrew Tate content. Cited in multiple academic papers and government reports.
Internet Matters (2023)
New research sees favourable views towards Andrew Tate from both teen boys and young dads
Survey of over 2,000 parents and 1,000 children aged 9-16
Available at: https://www.internetmatters.org/hub/press-release/new-research-sees-favourable-views-towards-andrew-tate-from-both-teen-boys-and-young-dads/
Over, H., Bunce, C., Baggaley, J., & Zendle, D. (2025)
Understanding the influence of online misogyny in schools from the perspective of teachers
PLOS ONE, 20(2), e0299339
https://doi.org/10.1371/journal.pone.0299339
Haslop, C., Ringrose, J., Cambazoglu, I., & Milne, B. (2024)
Mainstreaming the Manosphere's Misogyny Through Affective Homosocial Currencies: Exploring How Teen Boys Navigate the Andrew Tate Effect
Social Media + Society
https://journals.sagepub.com/doi/full/10.1177/20563051241228811
Department for Education (July 2025)
Relationships Education, Relationships and Sex Education (RSE) and Health Education: Statutory guidance
Published 15 July 2025, comes into force 1 September 2026
Available at: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education
PSHE Association (2025)
Online misogyny and the manosphere: Guidance for schools
Developed with University of York researchers
Available at: https://pshe-association.org.uk/
Bunce, C., Zendle, D., & Over, H. (2024)
Research on correlation between male pupil engagement with misogyny and female staff/pupil experiences
Part of University of York's EU-funded manosphere research project
Over, H., Bunce, C., Konu, D., & Zendle, D. (2025)
What do we need to know about the manosphere and young people's mental health?
Child and Adolescent Mental Health
https://doi.org/10.1111/camh.12747
