Growing influence

According to 56% of education professionals in secondary education, behaviour that may indicate influence from the manosphere has increased over the past four years. This includes sexist or disparaging ‘jokes’ about girls or LGBTQ students, references to manosphere influencers, or the rejection of gentleness, empathy and caring among men.

This is evident from research commissioned by the School & Safety Foundation and conducted by Ipsos I&O among 487 education professionals in primary education (years 7/8), secondary education and secondary vocational education.

Concerns about the school climate

Three-quarters of teachers, school leaders and support staff are concerned about the influence of the manosphere on boys and on the atmosphere and social safety at their school. They see its influence primarily in verbal aggression, a lack of understanding between girls and boys, and bullying.

According to the respondents, girls and LGBTQ students most often feel uncomfortable or unsafe as a result of boys’ behaviour and statements. The extent to which this can be attributed to the manosphere cannot be determined from this study.

But boys themselves also suffer from it. “The strict norms about what ‘a real man’ should be like therefore affect a broad group of students,” says Martje Heerkens of School & Safety. “To be able to learn at school, you need to feel safe. And that safety is under pressure.”

Some professionals see it more than others

What stands out is that primary school professionals are less concerned (47%), but have nevertheless seen an increase in signals over the past four years (64%). That is slightly higher than among their colleagues in the other education sectors. In secondary vocational education, 56% of professionals see an increase in behaviour that may indicate influence from the manosphere.

Women in education report an increase in behaviour that may stem from the manosphere more often than men do. They also experience more negative behaviour and a more negative influence on the atmosphere and interactions in the classroom than their male colleagues. 29% of female professionals experience their authority being undermined by students because they are women. The extent to which this can be attributed to the manosphere cannot be determined from this study.

Professionals would like help dealing with manosphere influences

More than half of education professionals say they do not know well enough how to deal with manosphere influences in the classroom and would like help with this. Seven in ten believe that students should talk more about masculinity and femininity, equality and media literacy. For example, as part of citizenship education.

School & Safety helps schools with advice and tools

School & Safety advises schools to establish a clear standard. “If you agree on a shared standard, it is easier to set boundaries around, for example, sexist jokes, because you are not standing alone,” says Sjoukje Mos of School & Safety. “At the same time, it is important to engage in dialogue in the classroom, to stay connected with young people and to better understand each other’s perspectives. Only then can space for change emerge.”

The School & Safety website also contains tips, tools and training opportunities related to the research, enabling schools to gain control over the influence of the manosphere on social safety: https://www.schoolenveiligheid.nl/thema/manosphere-in-het-onderwijs/

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