Teachers’ unions in the United Kingdom are raising alarms over a perceived "masculinity crisis" in schools, citing a significant increase in misogynistic abuse directed at female staff by pupils. A recent survey conducted by a major teaching union revealed that nearly a quarter of female educators have experienced misogyny from students within the past year, marking the highest proportion in four years.

The survey, which polled approximately 5,000 teachers, indicated a steady rise in such incidents, from 17.4% in 2023 to 19.5% in 2024, 22.2% in 2025, and reaching 23.4% this year. Educators reported feeling traumatized, demeaned, and humiliated by students' actions. Examples of abuse included derogatory name-calling, the creation of fabricated nude images using artificial intelligence, and jokes about sexual assault. Other forms of reported misconduct included being ignored, mocked, or patronized, being addressed with infantilizing terms, subjected to sexualized sounds and gestures, and receiving inappropriate questions. Some teachers also highlighted a perceived lack of adequate support from parents or school management when dealing with these behaviors.

Union leaders attribute the escalating issue to the spread of extreme online content and influential online personalities, often associated with the "manosphere." One general secretary from a prominent education union suggested that "addictive social media algorithms" are consistently exposing young people to harmful material. Another union leader emphasized the critical need for robust support and training to help staff navigate the impact of such online influences within schools. Given that over 70% of the teaching profession is female, the inability of female teachers to manage gender-based aggression in their classrooms presents a serious challenge, potentially impacting students' future roles in society.

Calls have been made for enhanced professional development programs to equip teachers with the skills to identify, challenge, and safely de-escalate behavior rooted in online radicalization, sexism, and hate. An advocacy group for ending violence against women urged stricter penalties for technology companies that fail to address the proliferation of online misogyny, arguing that schools are disproportionately bearing the consequences. The group also advocated for sustainable resources for teachers, schools, and specialist support services to help young people cultivate healthy relationships.

In response, a spokesperson for the Department for Education stated that misogynistic views are learned, not inherent, and reiterated the government's commitment to halving violence against women and girls. The department pointed to updated guidance for relationships, sex, and health education designed to help young people identify positive role models, alongside providing resources to help teachers recognize signs of extremist ideologies to facilitate effective intervention.