Addressing Andrew Tate's impact in schools: A guide for staff

Schools across the UK are increasingly seeing the impact of figures like Andrew Tate on young people. The recent Netflix drama Adolescence, co-created by Stephen Graham, highlights how easily boys can be drawn into radicalised online spaces, often without realising it. This isn’t just about one influencer, it’s about a wider issue of toxic masculinity, online manipulation, and the need for better digital literacy.

As school professionals, your role isn’t to ban content or shame students for their beliefs but to create a space where they can critically engage with these ideas, question harmful narratives, and develop respect for others.

1. Recognising the signs of influence

Not every student who watches Andrew Tate’s content will develop problematic views. However, there are common warning signs that may indicate deeper influence, including:

• Dismissive attitudes towards women, using phrases like “Women belong in the kitchen” or “Feminism is ruining men.”
• Unrealistic ideas of masculinity, where boys feel they must be dominant and unemotional to succeed.
• Engagement in online spaces that promote misogyny, often through YouTube, TikTok, or private Discord channels.

Adolescence illustrates how these attitudes don’t form overnight but grow gradually through exposure. Recognising early signs allows for early intervention.

2. Encouraging critical discussion, not conflict

Young people are drawn to Tate because they see him as confident and successful. Instead of dismissing him outright or shaming students, create opportunities for open discussion.

Use questions to spark curiosity and encourage reflection:

• “What do you admire about him?”
• “Does everything he says make sense?”
• “How do his views affect the way boys and girls see each other?”

Tate often mixes factual statements with his own opinions, creating a 'washing machine effect', where truth and misinformation are spun together until they become indistinguishable. Young people may hear him say something reasonable, such as promoting hard work, but because this is mixed with misogynistic views, they start to believe everything he says is true.

Helping students recognise this technique allows them to separate facts from manipulation. By encouraging discussion rather than opposition, students are more likely to reconsider their views rather than become defensive.

3. Teaching digital literacy and media manipulation

Much like Jamie in Adolescence, many students don’t realise they are being influenced by online algorithms designed to keep them engaged. School staff can play a crucial role in building awareness by teaching:

• How algorithms work and why extreme views are more likely to be promoted
• Who benefits from online engagement: “Who gains from you watching this content?”
• Fact-checking and perspective-taking, asking students to seek alternative viewpoints.
• Real-world consequences of online behaviour: “If you said that in class, how do you think your classmates or female teachers would feel?"

Building media literacy helps students resist manipulation and make informed choices.

4. Promoting healthy masculinity and positive role models

Instead of just dismantling toxic views, provide alternatives. Use:

• Male role models who show success without misogyny (e.g. sports figures, entrepreneurs, historical leaders). Gareth Southgate, for example, has consistently championed emotional intelligence and leadership in football. His recent Dimbleby Lecture highlighted the struggles young men face today and emphasised the importance of resilience, empathy, and teamwork.
• Discussions on emotional intelligence, showing that confidence and empathy can coexist.
• Case studies from Adolescence, where students can analyse how and why Jamie became radicalised, and what might have changed his path.

5. Addressing problematic behaviour proactively

If misogynistic views surface in school:

• Challenge without shaming: Instead of saying, "That’s offensive," try, "Tell me more about that.", "I'd be interested to learn what makes you think that? or "Let’s unpack it together."
• Encourage reflective conversations (rather than just disciplinary actions): "What impact do you think that statement has on others?" or "How would you feel if someone said that about your sister or mother?"
• Provide alternative perspectives: "Some people believe that, but let’s look at another viewpoint. What do you think about this perspective?"
• Engage parents (especially if a student is deeply invested in harmful ideologies): "We’ve noticed some conversations in school that we’d like to explore together. Have you had similar discussions at home?"
• Encourage empathy and emotional awareness: "How do you think that comment makes others feel? Can we express confidence without putting others down?"
• Reframe success and masculinity: "Being strong isn’t just about dominance; it’s also about respect, kindness, and making good decisions. What does strength mean to you?"
• Address peer pressure: "Do you believe this because you’ve thought about it or because others around you do?"
• Encourage self-reflection: "If you were in a different environment, maybe five years from now, would you still hold the same belief? Why or why not?"
• Link actions to future consequences: "How might this belief affect your relationships, career, or friendships in the future?"

6. Creating safe spaces for all students

Girls in schools are often the first to notice and feel the impact of these attitudes. Schools should ensure:

• There are safe spaces for girls to voice concerns.
• Boys are encouraged to be allies, not just bystanders.
• Schools foster a culture of respect where outdated gender stereotypes are challenged constructively.

Final thoughts: Schools as a space for change

Much like Adolescence portrays, young people today are navigating an overwhelming digital landscape where harmful influences can shape their views. Schools have a crucial role in helping them think critically, challenge harmful narratives, and develop into respectful, self-aware individuals.