How do we stop misogyny taking root in our schools?

The issue of misogyny in education is growing at an alarming rate, reflecting broader societal concerns.

The Scottish government’s 2023 Behaviour in Schools survey highlighted an emerging trend of misogyny, noting that male pupils often direct abusive and sexist language, as well as more disruptive behaviour, towards female teachers in ways not exhibited towards their male counterparts.

A 2023 behaviour survey by the EIS teaching union, similarly, highlighted widespread concerns about the behaviour of male students towards female teachers.

Toxic misogyny in schools

This pressing topic was the focus of a conference in Glasgow this month, organised by the Scottish Women’s Convention, where those working in schools and third-sector organisations, along with union representatives, discussed the increasing prevalence of toxic misogyny in schools and explored solutions to combat it.

The event opened with a keynote from Agnes Tolmie, chair of the Scottish Women’s Convention, who acknowledged that misogyny is not confined to education but is a widespread societal issue. However, the growing visibility of harmful attitudes and behaviours in classrooms demands urgent intervention now, she added.

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Education secretary Jenny Gilruth emphasised the rising influence of toxic ideologies among young people, including worrying remarks from boys in schools praising figures such as Donald Trump and echoing views that feminism was somehow designed to take power away from men. These attitudes pose serious challenges for educators working to create inclusive and respectful learning environments, as well as trying to safeguard female students and staff.

The cabinet secretary engaged in a robust discussion with attendees, answering a variety of questions including those focused on the intersectional nature of misogyny. Concerns were raised about the targeting of girls and teachers of colour, who often experience layered forms of discrimination. As co-chair of the government’s Diversity in the Teaching Profession and Education Workforce sub-group, I raised the issue of representation in educational leadership.

Men are disproportionately over-represented in management positions, despite around 80 per cent of the teaching workforce being female, which in itself sends a message of lack of value and power on behalf of female teachers. And less than 1 per cent of school leaders are people of colour. This lack of diversity reinforces systemic barriers and has an impact on students’ ability to see role models who reflect their experiences.

Impact of social media

A significant part of the discussion focused on the harms of online misogyny and the role of social media. I also asked the cabinet secretary whether Scotland should follow Australia’s lead in banning social media for under-16s to protect children from harmful content. While Gilruth acknowledged that discussions are taking place with the UK government, she argued that adults’ use of social media also contributes to toxicity and that banning children from these platforms might not be the best solution.

However, I’m not sure the premise of my question was properly understood, as this is about protection, not punishment. Indeed, I would strongly advocate for the need to educate young people on the dangers of online social media use and exposure to inappropriate content, in the same way we teach about substance misuse.

Andrea Bradley, EIS general secretary, delivered a powerful message about the dangers of inaction. She warned that delays in tackling misogyny only allow it to grow, and cuts to staffing in schools further increase risks to the safety of women and girls. She also drew attention to the union’s Education for Peace resource, emphasising that promoting non-violent conflict resolution is essential in addressing misogyny and fostering equality.

One of the most compelling moments came from two high-school students who shared their lived experiences. They spoke candidly about how the anxiety faced by women and girls is normalised and ignored, often leading to lifelong consequences.

The issue of gender bias in science, technology, engineering and maths was also raised, with concerns that women’s contributions in these fields continue to be undervalued and, shockingly, that girls are still being discouraged in schools from pursuing Stem careers.

Challenging misogyny

A crucial question was directed to the young students regarding what consequences exist for misogynistic behaviour in schools. The cabinet secretary had previously suggested that consequences were not an issue, but teachers in attendance strongly disagreed, arguing that misogynistic actions often go unchallenged or inadequately addressed.

Another key concern raised was the lack of dedicated time within the curriculum to address these issues meaningfully. A fellow teacher highlighted the absence of structured opportunities for collaboration and professional learning on tackling misogyny, making it difficult to implement lasting change.

Andrea Bradley reinforced these concerns, pointing out that women educators face additional burdens, including excessive workloads, temporary contracts and unpaid hours - all of which contribute to a gendered imbalance in the profession.

The voices of educators at this conference were clear: schools must be safe, inclusive spaces where misogyny is challenged, not tolerated. This is not just a challenge for individual teachers - it is a systemic issue requiring commitment from policymakers, unions and the wider education sector.

It is not a single-issue problem either: we must understand the intersectional nature of risks toward women and girls with different backgrounds.

As Scotland moves forward, the responsibility falls on all educators to advocate for change - to ensure that misogyny has no place in our schools and classrooms.

Nuzhat Uthmani is a teacher, a lecturer at the University of Stirling, co-chair of the Scottish government’s Diversity in the Teaching Profession and Education Workforce sub-group, and founder of Global Citizenship Education in Scotland. She posts on Bluesky @nuthmani.bsky.social

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