In recent months, there has been growing discussion around the online communities and influences shaping children’s experiences, particularly for boys and young men.
As the digital world continues to evolve, so too do the messages children encounter around identity and behaviour, raising important questions for families and schools alike.
From documentaries such as Louis Theroux’s Inside the Manosphere, to wider media coverage and everyday content on social media platforms, these conversations reflect an increasing awareness of how online cultures can influence young people in subtle and complex ways.
Across platforms such as YouTube and TikTok, some content promotes narrow or extreme views about gender and power. For young people who may be feeling isolated or vulnerable, these spaces can sometimes appear to offer a sense of belonging and validation.
Worryingly, research by The Children’s Society shows that 69% of boys aged 11-14 reported being served negative content about women and girls without searching for it. Additionally, one in six boys aged 6-15 report having a positive opinion of the influencer Andrew Tate.
These concerns are very real and it’s important that schools address them proactively.
We’ve asked Sadie Lapper, Beachborough Prep’s Deputy Head (Pastoral) and Designated Safeguarding Lead, to share how Beachborough is working to educate and support young people in an increasingly complex digital world.
Hi Sadie, thank you for your time today. Could you share how Beachborough Prep’s ethos supports pupils?
At Beacborough Prep, safeguarding is an evolving responsibility rather than a fixed checklist. As the digital world shifts, so too do the pressures children face around identity, belonging and influence.
At the heart of Beachbroough’s ethos is the belief that every child should be seen, valued and deeply understood. This belief shapes everything we do. It means we work intentionally and consistently to create a strong sense of belonging for every child and it underpins the quality of our pastoral care.
When children feel secure and understood, they are more confident to ask for help, reflect on their behaviour and navigate challenges. Belonging at Beachborough is not an abstract concept; it is deliberately built through strong relationships, clear routines, pupil voice and consistent adult support.
What makes belonging so important?
A strong sense of belonging is protective. Children who feel genuinely connected are far less likely to look for acceptance in unhealthy places. Research and professional experience show that some online spaces deliberately target boys who feel isolated or uncertain, offering a sense of identity and validation through harmful narratives.
At Beachborough Prep, we place great importance on ensuring children feel secure in who they are and where they belong. This confidence helps them question what they encounter online and makes them less vulnerable to damaging influences.
Can you explain how Beachborough Prep is already tackling these emerging risks?
Misogyny and harmful gender attitudes are increasingly recognised as safeguarding risks, making preventative education essential. The proposed Keeping Children Safe in Education (KCSIE) 2026 guidance highlights that these attitudes are often linked to mental health, identity development and increased exposure to unmoderated online content.
These beliefs tend to emerge gradually. More often, they develop through humour, language, influencers or casual online narratives that may initially seem harmless. This is why early awareness, preventative education, and calm intervention are so important.
At Beachborough Prep, we have already started working in line with the proposed guidance, including focusing on key areas during our recent whole-staff inset day. Our approach is proactive and evidence-led, embedding programmes that support healthy identity development and respectful relationships.
One such programme is Andrew Hampton’s Working with Boys programme, which encourages guided reflection on peer culture, emotional expression, hierarchy and fear of humiliation. It supports boys to regulate behaviour and understand the impact of their choices. The programme has been delivered to our Form V pupils, boys and girls together, through their PHSE lessons. This shared approach promotes empathy, self‑reflection and a common understanding of expectations, responsibility and respect. We plan to extend it to Form VII in the next academic year, ensuring continuity and age‑appropriate progression.
Earlier in the academic year, we delivered Girls on Board, also developed by Andrew Hampton, which helps girls understand the complexities and dynamics of friendships. Together, these programmes provide a balanced framework for supporting healthy peer cultures. Delivering them alongside one another, they create shared language, consistent expectations and mutual accountability while allowing pupils to explore similar themes from different perspectives.
Research shows that humiliation, especially for boys, as well as public shaming or dismissive language can leave pupils feeling disengaged and more vulnerable. Protecting pupils’ dignity is therefore an important focus for our staff. We regularly reflect on and challenge our own practice to ensure children feel safe to learn, reflect and grow. This means separating behaviour from identity, addressing concerns calmly and privately wherever possible, and using language that guides and educates rather than shames.
When concerning comments arise, staff respond thoughtfully, prioritising reflection, education and clear safeguarding procedures. This ensures expectations remain clear while dignity is upheld.
How can pupils be supported outside of school?
Parents are vital partners in this work. Open, curious conversations at home about online content, influencers and language help children feel supported rather than judged. Encouraging children to think critically, modelling respectful behaviour and reinforcing positive involvement in the community all help to strengthen protective factors.
It is also important to recognise that a child’s sense of belonging develops across multiple activities. Sport clubs, activity groups, music ensembles, Guides, Scouts and other organisations play a hugely valuable role in children’s lives. These environments offer opportunities for teamwork, responsibility and connection, helping children see themselves as part of something wider than school alone.
When positive experiences at school, at home and within the wider community align, children benefit from a strong network of belonging. This layered sense of connection builds resilience and reduces vulnerability, particularly during periods of transition or uncertainty.
Belonging sits at the heart of Beachborough’s ethos and approach to safeguarding. As the world our children are growing up in continues to change, we remain committed to responding thoughtfully to their needs. Through strong pastoral care, evidence‑based programmes and shared expectations across school and home, we are committed to helping every child feel seen, valued and deeply understood.
Thank you for sharing Beachborough Prep’s approach, Sadie.
If you notice changes in mood, behaviour or language, we encourage you to get in touch. Early conversations are often the most powerful. As always, our pastoral team is here to listen and support.
If you would like to find out more about Andrew Hampton’s programmes, further information can be found here:
Working with Boys – https://www.workingwithboys.com
Girls on Board – https://www.girlsonboard.co.uk
