What is Misogyny?
Misogyny refers to negative attitudes, hostility or contempt towards women and girls. It is often rooted in beliefs that men should hold power or control over women.
Misogyny can take many forms, including:
- Prejudiced beliefs and discriminatory behaviour towards women and girls
- Sexual harassment and sexual abuse
- Coercive, controlling or abusive behaviour
- Online harassment, abuse and the promotion of harmful gender stereotypes.
Misogyny is more than everyday sexism. It contributes to a culture that can normalise violence against women and girls and negatively affects the health, wellbeing and safety of young people.
Violence Against Women and Girls (VAWG)
Violence against women and girls (VAWG) describes a range of harmful behaviours and crimes that disproportionately affect women and girls. These include:
- Rape and sexual offences
- Stalking and harassment
- Domestic abuse
- Abuse carried out through digital technologies and online platforms
Girls aged 10 to 15 are particularly vulnerable to some forms of VAWG, especially those that occur online. (Ref)
Evidence shows that women and girls experience higher rates of domestic abuse, sexual violence and stalking than men and boys. Girls are also more likely than boys to be affected by sexual violence, including online abuse.
The risk of experiencing VAWG can be influenced by a range of factors, including age, ethnicity, sexual orientation, gender identity, disability, migration status and where a person lives. For example, Black girls may be more likely to experience adultification and online abuse, while girls in care can face an increased risk of intimate partner violence.
What is the Manosphere?
The manosphere is a broad collection of online communities, influencers and digital content that share and promote harmful views about gender roles, relationships and masculinity.
Young people may come across this content on social media, gaming platforms, forums and video-sharing websites. Algorithms can increase exposure by repeatedly recommending similar material, particularly to boys and young men. This can distort perceptions of healthy relationships, gender equality and consent, and may also increase exposure to pornography.
Research from the Children's Commissioner (2025) found that the average age at which children first view online pornography is 13. The survey also reported that 59% of respondents had encountered online pornography accidentally, an increase from 38% in 2023. More than one in four children (27%) had seen online pornography before the age of 11. (Children’s Commissioner 2025)
Manosphere-related content may:
- Hold women responsible for personal, social or relationship difficulties
- Promote ideas of male entitlement, power and control, while undermining the importance of consent
- Encourage opposition to gender equality
- Normalise harmful attitudes and behaviours, including harassment, derogatory language and discrimination
The manosphere includes a range of online spaces, including those associated with 'incel' culture, misogynistic influencers, and content linked to pornography, exploitation and gender-based harm.
Why This Matters in Educational Settings
Evidence shows that sexual harassment, sexism and other harmful behaviours remain common experiences for many children and young people. Ofsted's review of sexual abuse in schools and colleges found that many young people, particularly girls, experience sexist language, harassment and the sharing of unwanted sexual images.
In further education settings, relationships, sex and health education (RSHE) is not a statutory requirement, which can lead to variation in the support and learning opportunities available to young people.
Online environments can also present significant risks. Girls may be exposed to harmful content, including violent pornography, deepfake imagery, online abuse and misogynistic narratives, all of which can influence attitudes, behaviours and perceptions of relationships. (Ref)
Research highlights that concerns extend beyond educational settings and into public spaces, including public transport. Data from the Department for Education (2025) indicates that:
- 54% of pupils aged 11–19 reported hearing misogynistic comments.
- 37% reported hearing comments that made them worry about the safety of girls and young women. (DfE, 2025)
The impact of misogyny can be far-reaching. It can:
- Undermine efforts to create safe, inclusive and supportive environments.
- Contribute to bullying, harassment, sexual violence and abuse.
- Be associated with online harms, extremist influences and poorer mental health outcomes.
Preventing these behaviours requires early intervention, education and clear, consistent responses from adults across all settings.
What Can Staff Do?
A range of organisations provide practical guidance and evidence-based resources to support schools and colleges in addressing sexism, misogyny and violence against women and girls.
Resources from organisations such as the NSPCC, Women's Aid and the National Education Union can help settings adopt a whole-school approach that promotes respect, challenges harmful attitudes and behaviours, and strengthens safeguarding practice.
These resources support staff to:
- Recognise and respond appropriately to harmful behaviours.
- Promote healthy relationships, consent and respect.
- Create safe and inclusive learning environments.
- Develop policies and practices that help prevent violence against women and girls.
- Engage pupils, families and the wider community in prevention efforts.
A consistent, whole-school approach can play an important role in challenging misogyny and supporting the safety and wellbeing of all children and young people.
Key message
Misogyny is a safeguarding, equality and inclusion issue, not just a behaviour issue.
Schools play a vital role in prevention through education, and reinforcing social norms by challenging harmful attitudes early and promoting respectful, healthy relationships.
They do this through relational practice, a whole school approach underpinned by evidence based, good quality RSE programmes delivered by well-resourced teaching staff.