Teachers in England are increasingly concerned about tackling misogyny and sexism in schools, a new report by the Children’s Commissioner reveals, highlighting that such social issues now overshadow worries about falling educational standards. Dame Rachel De Souza, who leads the Commissioner’s office, will use a conference to spotlight that schools are prioritising combating social problems over core instruction in basic subjects like English. The 110-page report, drawing on responses from nearly 90% of schools contacted across England, shows that secondary schools are almost twice as worried about sexism and misogyny as they are about the curriculum itself.

The findings suggest schools are deeply troubled by challenges outside their traditional remit, notably social services funding, online safety, and pupil wellbeing. Dame Rachel emphasises this broader context, pointing out that 81% of secondary schools see insufficient funding for local social services as a barrier to student achievement. Child and adolescent mental health services also rank as a top concern for schools, with 70% of primary and 78% of secondary schools flagging the issue. Moreover, secondary schools express more concern about the funding of external services than their own budgets. The attendance crisis remains paramount, with 39,000 children reported as receiving no education, prompting Dame Rachel to call fixing school attendance the government’s "single biggest issue."

This heightened focus on social issues coincides with troubling data on academic outcomes and student wellbeing: over a third of pupils fail to pass GCSEs in English and maths, fewer than two-thirds report enjoying school, and nearly one million children were referred to mental health services. Additional social challenges are stark, including 95,000 children with a parent in prison and 164,000 living in temporary housing. Dame Rachel frames her report as a blueprint for a new wave of education reform, spotlighting the complex, intertwined barriers today’s pupils face.

The report’s emphasis on sexism and misogyny aligns with broader concerns voiced by educators and unions. Surveys by the NASUWT teachers' union reveal that 70% of female teachers have endured misogyny in schools, describing a culture rife with sexual harassment and intimidatory behaviour by male pupils. Some teachers report that boys influenced by the ‘incel’ subculture or figures like Andrew Tate openly refuse to engage with female teachers, reflecting a worrying entrenched sexism within school environments. The National Education Union’s general secretary, Daniel Kebede, has called for an independent inquiry into this rise of misogyny among boys and young men, underscoring concerns about easy access to aggressive online pornography and the insufficient government response to regulate harmful content.

Data from Vodafone’s commissioned research suggests that online platforms exacerbate this climate, with 70% of teachers observing an increase in sexist language over the past year. The study also noted widespread exposure to misogynistic material due to social media algorithms, with 69% of boys encountering such content and 42% of parents overhearing sons repeat degrading remarks about women. A poll involving 6,000 secondary teachers reported that over one-third had witnessed misogynistic behaviour from pupils recently, and 40% felt underprepared to manage the issue.

Efforts to address the problem are emerging at local government levels: London’s Mayor, Sadiq Khan, has written to all primary schools in the city urging action against the “pernicious influence” of misogynistic figures like Andrew Tate. City Hall has funded a £1 million programme educating children in healthy relationships and respect, offering online training for teachers and workshops for pupils aimed at reducing violence against women and promoting equality.

Despite growing awareness, the challenge remains formidable. The intersection of social issues, funding shortfalls in key public services, and harmful online influences creates an environment where schools struggle to focus solely on education delivery. Dame Rachel’s report underscores the urgent need for a coordinated approach that supports schools not only in teaching essential academic skills but also in tackling misogyny, safeguarding mental health, and addressing the social conditions that impede young people’s success.

📌 Reference Map:

Source: Noah Wire Services