Tackling misogyny is now a national priority: the role of parents and schools

After years of evidence about the harms of gender stereotypes and misogyny, there are signs that the growing influence of online spaces is finally prompting the issue to be taken more seriously.

With the start of the new school year came a commitment from the government to provide schools with practical tools to tackle misogyny, including teacher training and parent support. This new approach highlights the importance of intervening early to address harmful attitudes and behaviours, as well as the critical role that a whole-school approach plays in making offline and online spaces safer for young people.  

“A clear government commitment to tackling misogyny in schools is an important step forward. It gives parents and carers a stronger basis for approaching schools and encouraging action, with preventing misogyny and promoting respectful relationships now firmly on the education agenda. It’s particularly positive to see the role of parents recognised. At MFS, we want to help turn this commitment into practical change by supporting parents and schools to work together to challenge harmful gender stereotypes from an early age.” Jessica Morris, Founder and Director, MFS

From 1 September 2026, schools have also been expected to have regard for the government’s updated Relationships, Sex and Health Education (RSHE) statutory guidance. This is the first major update since RSHE became mandatory in 2020 and includes strengthened teaching on healthy relationships and navigating online risks. It underlines the importance of starting education about healthy relationships early - in primary school.

Small changes for primary schools

“[S]upporting children from the start of their education to grow into kind, caring adults who have respect for others and know how to keep themselves and others safe” (DfE guidance, 2020)

The overall structure and lesson content remains similar to the previous RSHE curriculum. In primary schools,  relationships education focuses on the “building blocks” of positive relationships with family and friends, which can be further developed in secondary school. The updated guidance on respectful relationships emphasises kindness and explores individual needs and wishes, setting boundaries and different communication styles.

Sex education continues to be non mandatory in primary schools, except for topics covered by the national curriculum for science.

Children are also expected to develop the knowledge and skills to recognise and report risks and abuse, including online. The guidance updates the framing of online content, with greater emphasis on online safety and awareness.

Changes for parents and carers

Involving parents and carers in RSHE is an important way to help conversations continue at home. The updated guidance says schools should proactively engage with parents to make sure they understand what is being taught and why it matters for children’s wellbeing and safety.

How schools involve parents is up to them, but suggestions include inviting parents to discuss curriculum content and raise concerns. Transparency is also important: parents should be able to access the school’s RSHE policy and view teaching materials, including content created by external providers.

If a primary school chooses to teach additional sex education, it should consult parents and offer support to help them discuss relevant at home.

What questions remain?

A recent government survey of secondary school parents, pupils and learners found that 50% of girls and 35% of boys had heard misogynistic comments from other pupils at school on at least some days in the past week - an increase on last year’s survey.

The focus of the government’s new misogyny framework, and related pilots to tackle violence against women and girls, is largely on secondary school students, including work to improve attitudes towards healthy relationships and challenge harmful online influences.

We know, however, that the picture is also concerning in primary schools. Early intervention matters; children are already developing their ideas about gender, relationships and what is considered acceptable behaviour well before they reach secondary school. While teaching about respectful relationships is a good start, age appropriate work more explicitly challenging gender stereotypes is important and a broader, more integrated approach.

There are also further changes to come. The government's wider Curriculum and Assessment Review will lead to a revised national curriculum, which is due to be published by spring 2027, with schools expected to begin teaching it from September 2028. The government has indicated that future curriculum reforms will strengthen media literacy, helping children to think critically about online content and recognise manipulation. How these changes will address misogyny and harmful gender stereotypes remains to be seen.

At a time when tackling misogyny is gaining political momentum, it is important that it does not simply become a buzzword. Already stretched schools and teachers must not be left to tackle the issue on their own. Commitments to work with parents must be honoured through practical approaches that work for families.