Preventing Harm: Why Schools Are Now Central to Tackling Misogyny

Schools now sit at the frontline of cultural prevention, where early intervention, evidence-led education and credible adult leadership can disrupt pathways to misogyny before harm becomes inevitable.

The government’s decision to place boys and young men at the centre of its Violence Against Women and Girls strategy marks a decisive shift from reactive enforcement to upstream prevention. For school leaders, it reframes safeguarding as a strategic, long-horizon investment rather than a compliance obligation. The emphasis on tackling misogyny early reflects a growing evidence base: attitudes formed in adolescence strongly predict later behaviours, particularly when reinforced by online ecosystems that reward extremity and grievance.

Research from the NSPCC and the Home Office shows that nearly 40 percent of teenagers in relationships experience some form of abuse, while YouGov polling indicates that a significant minority of boys aged 13 to 15 express positive views of high-profile misogynistic influencers. These data points underline a structural challenge, not an episodic one. Schools are being asked to intervene at precisely the point where identity, belonging and values are most malleable.

From awareness to capability building

The proposed teacher training pilots move beyond awareness sessions towards capability building. Training around consent, image-based abuse and challenging relationship myths is well established in statutory guidance, but the gap has been specialist pathways for pupils exhibiting sexually harmful or misogynistic behaviour. International evidence suggests targeted behavioural interventions are more effective than exclusionary discipline. Programmes in Australia and parts of Scandinavia show reduced reoffending when prejudice-based behaviours are addressed through structured reflection, mentoring and accountability rather than punishment alone.

However, the scale of ambition must be matched by operational realism. A £20m, three-year package risks dilution if spread thinly without alignment to existing school-led practice. As several sector leaders have noted, many schools are already delivering high-quality work in this space. The strategic opportunity lies in co-design: integrating national funding with local expertise, trusted external partners and robust evaluation frameworks.

Without sustained investment, data transparency and school-led design, cultural change risks becoming performative policy: visible, well intentioned, but insufficient to shift entrenched behaviours at scale.

Technology, culture and accountability

The strategy’s parallel focus on banning AI-powered “nudification” tools acknowledges the role of technology in accelerating harm. Yet moderation alone will not counter algorithm-driven radicalisation. Evidence from the Institute for Strategic Dialogue highlights that preventative education, combined with digital literacy and positive male role modelling, is significantly more effective than content removal in isolation.

For governors, trusts and senior leaders, this agenda demands board-level attention. Success should be measured not just by incident reduction, but by longitudinal indicators: pupil attitudes, confidence in reporting, staff capability and parental engagement. Culture change is slow, but measurable.

What this means for schools and suppliers

For the education ecosystem, including procurement and policy partners, the message is clear. Solutions must be evidence-led, scalable and designed for real school constraints. One-off assemblies will not suffice. Structured programmes, staff development and credible evaluation will.

The government has set direction. Schools now require the tools, partnerships and sustained backing to deliver outcomes that justify the ambition.

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