6 ways to tackle misogyny in schools

Schools do more than teach subjects; they show children what society will tolerate.

That lesson is shaped by every comment challenged or ignored, every behaviour confronted or excused, and every response given to a pupil brave enough to speak up. Silence is never neutral. It teaches important lessons, too.

It was, therefore, worrying to read the recent report that, in just one week, half of secondary-age girls encountered misogynistic comments from other students. In key stage 4 almost one in three heard comments that caused concern about the safety of girls and women.

Behind these statistics is a girl learning what she is expected to endure: whether it is safe to raise her hand, walk along a corridor, join a group chat or even take up space without feeling diminished.

Clearly, then, schools must ensure that they address this issue within their own community - both as a lesson but also a culture whereby comments and viewpoints that could cause alarm are challenged.

It is work that can have real impact, too. A Youth Endowment Fund review found that prevention exercises could reduce relationship violence by approximately 17 per cent.

Here are five research-informed tips to help schools take immediate action.

1. Make respect everyone’s responsibility

As a standard baseline, misogyny must be challenged wherever it appears: lessons, corridors, playgrounds, online spaces and the wider community. The report cited above makes it clear how widespread the issue is, so challenging it consistently is vital.

Staff and pupils need a shared language, clear expectations and consistent responses.

These should be set out in whole-school behaviour and safeguarding policies, reinforced through staff training and shaped by pupil voice, in line with Department for Education statutory relationships, sex and health education (RSHE) guidance.

Respect for women and girls must be embedded through behaviour expectations, safeguarding, the curriculum and parental engagement.

2. Listen to pupils and make reporting trustworthy

Make sure you understand what is actually happening in your school. Ask children regularly what they are experiencing and what might make reporting difficult.

Ofsted’s review of sexual abuse in schools highlights significant barriers to reporting, including children’s concerns about how others might react and whether they would be believed, and uncertainty about what would happen next.

Anonymous surveys and pupil forums can help to reveal patterns, an approach reflected in the DfE’s own pupil voice research, with nuances by ethnicity, special educational needs and disabilities and other characteristics carefully considered.

Clear, accessible reporting routes, trusted adults and clarity about what happens next are essential.

Attitudes and incidents should be reviewed periodically, with anonymised themes and resulting actions shared, where appropriate, so children can see that speaking up leads to meaningful change.

3. Work with parents

Work with parents through newsletters and drop-in sessions, supporting families to become courageous allies. Start early, drawing on age-specific guidance from early childhood.

For secondary students, the PSHE Association offers practical lessons on challenging misogyny, questioning harmful online narratives and thinking critically about social media influencers. Internet Matters also provides practical resources for families.

It’s important to put in place age-appropriate boundaries, parental controls and transparent device check-ins outside of school.

Where a specific concern arises, parents may need to review a child’s searches or messages openly and proportionately, with safeguarding - not punishment - as the core purpose.

4. Help pupils to become courageous allies

Tackling misogyny must never mean positioning boys as the problem; instead, we must empower them to become part of the solution.

Statutory RSHE guidance recognises that most boys and young men respect girls and women.

Help to create a culture where it is normal for boys to challenge misogyny among friends, and for girls to feel that they can speak up with courage, knowing that adults will act in their best interests.

It is helpful to rehearse safe responses through role-play and case-study exercises in safe spaces, reminding children that they are never expected to place themselves at risk.

5. Empower pupils through peer mentoring

Research in England recommends training children as peer mentors in order to improve knowledge, attitudes and confidence.

Older students can become powerful advocates for change, helping younger pupils to recognise misogyny, challenge harmful stereotypes and practise safe responses through discussion and real-life scenarios.

With appropriate training and staff supervision, peer mentoring offers a practical way to strengthen pupil leadership and promote a culture of respect.

6. Equip staff and sustain the change

Finally, don’t forget staff wellbeing. Teachers should never absorb misogynistic abuse or carry a painful disclosure alone: all staff should be provided with clear escalation paths, safeguarding support and time to debrief.

Schools help young people to become future adults in society. We have the opportunity to help them decide what they will accept, what they will challenge and who they will ultimately become.

We owe it to our daughters - and sons - to challenge the attitudes that constrain them. The evidence gives us direction; young people give us the reason.

Dr Sarah Mullin MBE is an experienced school leader, visiting professor of education and best-selling author