In this blog, Dr Gail Toms, CDN’s Delivery and Engagement Partner shares reflections from our recent event on the manosphere. It explores how this online culture is shaping learner attitudes and what it means for the tertiary sector.
In Scottish colleges and universities, where equality, and inclusion are core values, understanding the diversity of our learners is critical. The central nature of this is reflected in the current STEP enhancement cycle, which is supporting projects focused on ‘Supporting the Diverse Learner Journey’. But what does ‘the diverse learner’ look like in a modern educational context? Traditionally, this term is anchored in the nine protected characteristics of the Equalities Act 2010. However, in an age defined by increasing digital influence and global connectivity, diversity encompasses a much broader and intersectional spectrum of identities and perspectives, polarising political beliefs, non-traditional or pseudo-cultures, and evolving value systems. If diversity is only viewed through the lens of the Equalities Act, then educators risk overlooking the subtle but nevertheless impactful dimensions of identity and thought.
On Tuesday 11 November and in response to sector need, it was my pleasure to host a CDN online seminar that focused on exploring one such emerging diversity: the manosphere. In simplistic terms the ‘manosphere’ is an umbrella term that refers to a loose network of online communities, social media influencers, and forums that focus on men’s issues. Whilst conversations in these spaces can appear benign, such as those about fitness, gaming, careers, and finance, others can lead to deeply problematic attitudes and at the extreme end, radicalisation. It is unified by a shared world view that encourages the promotion of extreme or harmful ideas about hypermasculinity, submissive or degrading female-stereotypes, dysfunctional gender roles and relationships.
This matters for colleges and universities in Scotland because educational organisations play a vital role in shaping inclusive, respectful learning environments. Ideological diversity, if nurtured, can enrich and enhance classroom discussion but ideologies rooted in intolerance, bias, or exclusion undermine this principle. The oppressive values and perspectives espoused by key manosphere influencers can have a significantly negative impact not only on the individual but also on the campus community. When learners are routinely exposed to online narratives that negatively shape their identity, belonging, and worldview, it can spill into the educational ecosystem and has the potential to negatively impact classroom dynamics, peer relationships, and mental health, leaving college and university colleagues managing increasingly complex and, sometimes, confrontational behaviours.
‘The Changing Learner’ is a phrase that has become part of the educational lexicon and it is often used to describe the subtle and often not so subtle changes in our learner profiles. The manosphere is one example of a root cause of behavioural changes being experienced on campus. Over et al (2025) states that whilst there is insufficient data at present, to make a comprehensive analysis of its impact, preliminary evidence indicates that this online culture is ‘encouraging sexist attitudes, exacerbating existing inequalities […] and spreading dangerous messages about mental health.’
This is where trauma-informed practice becomes essential. Learners may come to college with prior experiences of harm, exclusion, or exposure to online communities – such as the manosphere – that may reinforce negative or harmful ideas and stereotypes. Understanding these influences allows us to respond with compassion and empathy, to create psychologically safe spaces, and to avoid practices that inadvertently re-traumatise or endorse their previous experience. It also helps us identify that young men (and women) may be at risk, as they may be encouraged to engage in risky behaviours, mock male vulnerability, adopt misogynistic and sexist views, and experience psychological distress. By understanding the manosphere, we can better equip staff to recognise the warning signs, have the confidence to challenge harmful narratives, and to develop the skills to support learners in building resilience and critical thinking.
The event’s main goal was to deepen our understanding of the cultural and digital influences shaping young people’s perspectives and how these may manifest in a learning environment. The emphasis was about understanding, engagement, and inclusion, because it is important to recognise the impact these narratives can have on learners and educators alike, given that radicalising ideologies often thrive on fear, division, and exclusion, undermining the values of equality, inclusion, and respect that education seeks to uphold.
Speakers included: Lottie Aql, Zero Tolerance; Alan Bissett, author of Lads: A Guide to Consent and Respect, and founder of the in-schools programme ‘The Bro Code’; Rebekah McLeod, White Ribbon; and Nathan Tyler, Director of Communications, Engagement and Student Experience, West College Scotland. Each offered insight and inspiration and identified that although this a challenge for us all, we as educators have a unique power: the ability to shape environments where critical thinking, empathy, and inclusivity flourish. With over eighty delegates in attendance, engagement was high and the conversation and comments in the chat flagged the seriousness of the situation on campuses across Scotland, as delegates shared insights into their own experiences. The event offered practical strategies to equip educators and support staff with the knowledge to recognise potentially harmful influences and respond effectively, ensuring that our campuses remain safe for all learners. This can be achieved by fostering open dialogue, modelling respectful relationships, and equipping learners with the tools to question harmful narratives, and to critically evaluate their influence.
I would particularly like to thank Nathan Tyler for his support and input in co-creating a fantastic programme.
The event concluded by posing a reflective question: “How might the narratives circulating in online spaces influence the attitudes and behaviours of learners in your own college or university environment?”
For some further information please see ‘Money, muscles and anxiety: why the manosphere clicked with young men – a visual deep dive’ by Anna Leach, Prina Shah, Ed Gargan and Maeve Shearlaw, The Guardian, 21 October 2025. This is a visual journey through the Manosphere that examines why the messaging is something that ‘clicks’ with young men, despite its known toxicity. It includes the voices of those with lived experience. It further discusses how Andrew Tate helped create the ‘blueprint for a generation of influencers making content aimed at men’ and how disappointment can turn into grievances resulting in misogyny and sexism. A 2023 poll by the charity Hope not Hate suggests that there has been significant engagement with Andrew Tate’s content among young males, raising concerns about its influence.
Further resources are available on CDN’s Website under Equality Matters (October 2025 Issue focusing on the manosphere is available here.)
