In recent months, there has been increased coverage in the press and on television around the ways young people are influenced online. News articles and documentaries exploring the so‑called “manosphere”, alongside programmes such as Adolescence, have prompted important national conversations about how some boys and young men can be drawn towards unhelpful or harmful narratives about gender and relationships. 

At the same time, the media has also highlighted the different but equally challenging online pressures faced by girls, including unrealistic expectations around appearance, popularity, body image, relationships and sexualisation. Social media platforms often encourage comparison and self‑criticism, promoting unrealistic ideas about success, appearance and self‑value. 

For parents of Year 7 and 8 pupils, this broader picture can feel concerning. Early adolescence is a time when children are forming their sense of identity, belonging and self‑worth. Online platforms, gaming environments and social media algorithms can expose all young people, regardless of gender, to ideas and messages that are simplistic, misleading or deliberately provocative. 

It is important to recognise that younger pupils may come across such content without fully understanding it. They may repeat language they have heard online, engage with trends, or absorb messages through memes or videos without intending harm. Press coverage has shown how repeated exposure, if left unchallenged, can gradually shape attitudes, expectations and behaviour. 

During Years 7 and 8, pupils are developing their understanding of friendship and attraction, respect and boundaries, empathy and equality. When unhelpful narratives go unchallenged, they can undermine healthy relationships and emotional wellbeing. Research and media coverage alike suggest that early conversation and education are far more effective than later intervention. 

The documentaries and press coverage many parents have seen can provide a helpful starting point for discussion. Parents might consider: 

• Asking what their child has heard about topics appearing in the news or online 

• Encouraging them to question what they see and who might benefit from certain messages 

• Talking openly about respect, kindness and what healthy relationships look like 

• Acknowledging that feelings of insecurity, rejection or pressure are common at this age 

• Reinforcing that these feelings are valid, but blaming others or judging ourselves harshly is not helpful 

Keeping conversations open, calm and non‑judgemental makes it far more likely that young people will talk to trusted adults if they feel unsure or uncomfortable. 

We are pleased to reassure parents that there is currently no indication of these behaviours among our pupils. St Hugh’s has a zero‑tolerance approach to sexism, misogyny and all forms of discrimination and all teaching staff have recently completed training in this area. 

At the same time, we believe education and discussion are essential. Through our PSHE curriculum, assemblies and form time activities, pupils explore: 

• Equality and respect for all 

• Healthy relationships and online behaviour 

• Media literacy and critical thinking 

• Challenging stereotypes and harmful messages 

We actively encourage questions and reflection, helping pupils to develop the skills and confidence to navigate online spaces thoughtfully and safely. 

The increased focus in the media has reminded us that these issues are not solely a school or home concern. By working together, we can support all young people, girls and boys alike, to grow into confident, empathetic individuals who treat themselves and others with respect. 

If you have any concerns or would like further guidance, please do get in touch with the school.  

 

Richard Clarke,

Deputy Head, Pastoral