Social media influencers are fuelling an increase in misogyny and sexism in schools, according to a new poll by a teaching union. Almost three in five teachers said they believe social media use has had a negative effect on behaviour in schools, the NASUWT poll of 5,800 teachers in the UK found. Influencer and self-proclaimed misogynist Andrew Tate was named by a number of teachers in the poll. The Department for Education (DfE) said it was supporting the teachers to tackle the "damaging impact" on children caused by "the rise of dangerous influencers". Union members will debate motions at its annual conference in Liverpool this weekend, including one that suggests far-right and populist movements have shifted their recruitment on to social media, messaging and online gaming platforms. "I have had boys refuse to speak to me and speak to a male teaching assistant instead because I am a woman and they follow Andrew Tate and think he is amazing with all his cars and women... These were 10-year-olds," one teacher said. Another teacher said: "In a secondary English class last year, a group of boys opted, despite discouragement, to write a persuasive essay on why Andrew Tate is the GOAT (greatest of all time) which included praise of his view that women are a man's property... all of the parents were contacted and were appalled." In aninterview with the BBC in 2023, when pushed on whether his controversial views on women harmed young people, Tate claimed he was a "force for good". Patrick Roach, general secretary of the NASUWT, said "there is an urgent need for concerted action involving schools, colleges and other agencies to safeguard all children and young people from the dangerous influence of far-right populists and extremists". "Teachers cannot be left alone to deal with these problems," he added. But the founder of a group which trains professionals in how to work with boys and young men said the access young people have to pornography is "way more impactful" than the influence of people like Tate. Michael Conroy, who launched Men at Work in 2019, toldBBC Breakfast: "Without porn, Andrew Tate would not be a known name. "Our boys, sadly, are learning about sex through porn, and it is usually representing to them a difference of power between men and women. "That chimes when they see work from people like Andrew Tate. It's already been learned, in that sense." Mr Conroy said this is often the case for boys aged "eight, nine upwards", adding: "Where there's access to a phone, there's access [to pornography], unfortunately." He said while issues like misogyny and sexism were not new in schools, they were being "turbocharged because of accessibility" to dangerous material online. The NASUWT conference came after Adolescence, a Netflix drama about a 13-year-old boy accused of murdering a girl from his class, prompted a national conversation about online safety. Last month,Prime Minister Sir Keir Starmer welcomed a move by Netflixto make the series available to screen for free in secondary schools. But he said there was no "simple solution" to stop boys from being dragged into a "whirlpool" of misogyny. A DfE spokesperson, responding to the NASUWT poll, said the government provides a range of resources to support teachers and its curriculum review will look at the skills children need to thrive in an online world. The Liberal Democrats said the results were "shocking, but should come as no surprise" and that it showed the need to "cut addictive algorithms off at their source". The party is calling for a task force to be set up and for money from fines for breaching the Online Safety Act to be reinvested into a safer screens programme in schools. Earlier this month, asurvey commissioned by BBC Newsshowed more than a third of secondary teachers have reported misogynistic behaviour from pupils at their school in the last week. About 40% of the teachers who responded also said they felt ill-equipped to handle such conduct.
Influencers fuelling misogyny in schools, teachers say
TruthLens AI Suggested Headline:
"Teachers Report Rising Misogyny in Schools Linked to Social Media Influencers"
Bbc News
7.2
TruthLens AI Summary
A recent poll conducted by the NASUWT, a teaching union in the UK, reveals that social media influencers are contributing to a rise in misogyny and sexism within schools. Nearly 60% of the 5,800 teachers surveyed expressed concern over the negative impact of social media on student behavior. Influencer Andrew Tate, known for his controversial views on women, was specifically mentioned by numerous teachers as a troubling influence. Teachers recounted instances where young boys, influenced by Tate's persona, exhibited disrespect towards female educators and even engaged in assignments that glorified his misogynistic views. One teacher shared an alarming experience where a group of ten-year-old boys chose to write a persuasive essay praising Tate, which prompted outrage from their parents. The Department for Education (DfE) acknowledged the issue and emphasized its commitment to supporting educators in addressing the harmful effects of such influencers on children, particularly in light of the growing presence of far-right and populist ideologies on social media platforms.
The NASUWT conference, taking place in Liverpool, will discuss motions aimed at addressing the urgent need for coordinated action by schools, colleges, and other organizations to protect children from the influence of extremist figures online. Patrick Roach, the union's general secretary, stressed that teachers cannot tackle these issues alone. Meanwhile, experts like Michael Conroy, founder of Men at Work, argue that the pervasive access to pornography among young people has a more significant impact on their understanding of gender dynamics than influencers like Tate. Conroy noted that boys as young as eight are learning about relationships through pornographic content, which often depicts power imbalances between genders. This accessibility to harmful material online has exacerbated existing issues of misogyny and sexism in educational settings. The conversation surrounding these issues has intensified following the release of a Netflix drama that sparked national discussions about online safety, prompting calls for more robust measures to protect students from toxic influences in the digital age.
TruthLens AI Analysis
The report highlights a concerning trend regarding the influence of social media on school environments, particularly the rise of misogyny and sexism among students. Teachers in the UK have expressed alarm over how certain influencers, notably Andrew Tate, have negatively impacted student behavior and attitudes towards women. This article aims to shed light on the broader implications of these trends in educational settings.
Impact on School Environment
A significant portion of teachers, as indicated by the NASUWT poll, believe that social media has deteriorated student behavior. The mention of specific incidents, such as young boys refusing to engage with female teachers or writing essays glorifying misogynistic figures, illustrates the direct impact of influencer culture on the classroom. These examples serve to evoke a strong emotional response from readers, emphasizing the urgency of the issue.
Response from Authorities
The Department for Education has recognized the problem and is reportedly supporting teachers in countering the influence of harmful figures. The call for collective action involving schools and other agencies suggests a growing awareness of the need for systemic solutions to combat these societal issues. This response aligns with the increasing concern among educators about the challenges posed by far-right and populist ideologies.
Public Sentiment and Underlying Issues
The reactions from parents, as reported in the article, reflect a broader societal concern about the normalization of misogynistic views among youth. This raises questions about the effectiveness of parental involvement in countering negative influences and highlights the potential disconnect between home and school environments. The article subtly suggests that while influencers play a role, other societal factors, such as access to pornography, may also contribute to these attitudes.
Manipulation and Framing
There is an element of manipulation in how the article frames the issue. By focusing on specific influencers and their negative impact, the article could inadvertently downplay the complexity of societal attitudes towards gender. The emotional anecdotes and the urgent tone may lead readers to oversimplify the problem as one solely caused by social media, rather than a multifaceted issue involving cultural, educational, and familial dynamics.
Credibility of the Report
The report's credibility is bolstered by the inclusion of a substantial poll and the perspectives of educators. However, the reliance on anecdotal evidence and the framing of influencers as primary culprits may limit the depth of analysis. This could lead to an incomplete understanding of the issue, as it does not engage with the broader socio-economic factors that contribute to misogyny.
Potential Societal Impact
The article could provoke public discourse on the role of social media in shaping youth behavior, potentially leading to calls for regulatory measures or educational reforms. It may stimulate further research and discussions in academic and political spheres regarding the intersection of technology, culture, and education.
Target Audience
The report seems to resonate more with educators, parents, and advocates for gender equality. It addresses concerns that many in these groups may have about the influence of social media on young people, particularly regarding attitudes towards women.
Market and Economic Implications
While the article primarily focuses on educational and social issues, it could have indirect implications for markets related to educational technology and youth-focused content. Companies that promote positive messaging around gender equality may benefit from increased attention and support in light of the concerns raised.
Global Context
In today's climate, where discussions around gender equality and online safety are increasingly relevant, this report aligns with ongoing global dialogues. It underscores the need for vigilance against harmful ideologies that can permeate through modern communication channels.
In light of these analyses, the article's reliability is mixed. While it presents legitimate concerns backed by teacher testimonies and polls, its framing and focus may oversimplify a complex issue.