Exploring the Manosphere: What Carers and Parents Need to Know About Online Influences on Young People

Care Visions Family Talk with Professor Harriet Over, University of York

 

In this Care Visions Family Talk, developmental psychologist Professor Harriet Over joined Dr. Linda de Caestecker to explore an emerging area of concern for families, carers and educators: the manosphere. This online environment - a mix of influencers, forums, and digital content - is gaining attention for its impact on how some young people view gender roles, relationships, and mental health.

Professor Over, based at the University of York, is leading new research into how children and adolescents engage with online communities that promote strongly gendered views. Her work aims to understand the appeal of this content, the possible risks it presents, and what parents, carers and schools can do to support young people navigating today’s digital world.

With over 15 years of experience researching how children learn social values and develop attitudes toward others, Professor Over has been focusing on how young people engage with online spaces that include extreme or polarising gender-related content.

In this podcast she explores how far exposure to this material influences children’s behaviour, relationships, and mental wellbeing.

And she shows how adults can have more open conversations with youngsters about what they’re seeing and hearing online.

What Is the "Manosphere"?

The manosphere is an umbrella term for a range of online communities and influencers that promote specific views on masculinity, gender dynamics, and society. These spaces vary widely in tone and content, but some promote ideas that challenge mainstream messages about gender equality.

Key groups within the manosphere include:

Incels (involuntary celibates), who discuss romantic rejection and frustration

Red Pill/Black Pill groups, which suggest men are disadvantaged by modern gender norms

Men Going Their Own Way, who advocate avoiding romantic relationships altogether.

Some content includes strong criticism of feminism and others promote stereotyped views of men and women. While some people engage with this material passively or critically, others may adopt the ideas more fully. Research into how and why young people engage with this content is ongoing.

How Many Young People Are Engaging?

One 2023 UK poll by the anti fascist, anti racist group Hope Not Hate found:

80% of 16–17-year-old boys had viewed some content from online figure Andrew Tate

Yet only 60% could name the Prime Minister in the same group

Engagement doesn’t always indicate agreement. But around 20% of young male respondents said they supported or regularly consumed such content.

What Is the Potential Impact?

According to Professor Over’s recent survey of 200 UK teachers:

76% of secondary school teachers and 60% of primary school teachers reported concerns about how online content is shaping pupils’ behaviour and attitudes.

Teachers described incidents such as:

Boys echoing controversial online views in the classroom

Disrespectful attitudes toward female peers and staff

Confusion about topics such as sexual consent, mental health, and relationships

Professor Over emphasises that much of this is anecdotal and further research is needed. However, these teacher reports suggest a possible link between online media and offline behaviour.

Understanding the Risks - for Boys and Girls

Professor Over points to three main areas of concern raised in current research:

For Girls:

Normalisation of stereotypical or controlling attitudes in relationships

Increased risk of peer pressure or digital image misuse

Discomfort in classroom or social settings

For Boys:

Exposure to messages discouraging help-seeking or emotional expression

Pressure to conform to narrow ideas of masculinity

Potential engagement in unhealthy body image behaviours (e.g. extreme dieting or appearance modification)

Some online communities promote controversial or risky practices like “bone smashing” - a trend in which users are encouraged to alter their facial features using blunt force such as a hammer. While this may not be widespread, it reflects the intensity of some content being shared.

What Can Carers and Parents Do?

Rather than panic or shut down conversations, Professor Over recommends early and ongoing dialogue. Her key advice includes:

Stay Open and Curious

If a child shares something concerning, try not to overreact. Encourage them to talk about what they’re watching and how it makes them feel.

Encourage Critical Thinking

Ask open-ended questions:

“Why do you think this person is saying that?”

“Do you agree with everything you hear online?”

“Can you think of a time you saw something different?”

Provide Balanced Role Models

Highlight a wide range of male and female figures who show empathy, fairness, and positive communication—whether in sports, music, community roles or personal life.

Understand the Algorithm

Help young people understand how social media platforms work. The content they’re shown isn’t neutral - it’s based on what gets attention.

What Are Schools Doing?

Some schools are already tackling this issue as part of PSHE (Personal, Social, Health and Economic education). Professor Over and her team are currently working with educators to develop free resources that:

Define key terms and online communities

Explore strategies for respectful dialogue

Teach digital literacy and media awareness

The Bigger Picture: Policy and Society

While families and schools can do a lot, Professor Over  believes wider changes are needed.

The UK’s Online Safety Act, which aims to regulate harmful content, could play a role - though it’s not yet clear how it will be enforced. Some researchers and policymakers are calling for:

Greater oversight of social media algorithms

More support for boys’ mental health and emotional development

Stronger online safeguards for children and teens

“Many carers and educators feel like they’re constantly reacting,” Professor Over says. “We need systems-level solutions that prevent harm - not just respond to it.”

Is There Hope?

While the topic is serious, Professor Over ends with a message of balance and possibility:

“We’re not powerless. There’s growing awareness of these challenges - and more people are talking openly, asking questions, and working together to support young people.”

She points to:

Online communities where young men share their experiences of moving away from harmful content

A strong appetite among schools and parents for evidence-based guidance

New research, including Professor Over’s own five-year programme, designed to evaluate solutions and share what works

Care Visions aims to provide—evidence-informed, balanced, and rooted in the real concerns of carers, families and children.

We encourage everyone to:

Start age-appropriate conversations early

Seek out reliable information and teaching resources

Listen actively and non-judgmentally to young people

Recognise the pressures boys and girls face in today’s digital world

 

Watch the full discussion and explore free resources at Care Visions

Read the research: Over, H. et al. (2025), Child and Adolescent Mental Health (E-pub ahead of print)