Promoting Positive Masculinity Through Education

Introduction

Why positive masculinity matters

Positive masculinity redefines traditional expectations of what it means to be male by emphasizing qualities such as empathy, cooperation, emotional literacy, and responsible conduct. It does not deny or suppress emotions; instead, it encourages healthy expression and constructive action. When students learn to navigate gender norms with nuance, they are less likely to engage in harmful behaviors, such as aggression or hyper-competitiveness, and more likely to participate in respectful relationships, collaborative problem-solving, and prosocial leadership. The benefits ripple beyond individuals, contributing to safer classrooms, stronger peer networks, and more inclusive school communities.

The education sector’s role

Schools occupy a powerful space to model and reinforce positive masculinity. They shape attitudes about gender from a young age, provide structured opportunities for dialogue, and reach students across diverse backgrounds. By embedding gender-responsiveness into curricula, pedagogy, and school culture, education systems can challenge stereotypes, empower learners of all genders, and monitor progress toward equitable outcomes. In this context, teachers, administrators, families, and communities collaborate to create environments where positive expressions of masculinity are celebrated and harmful norms are critically examined.

Framework and Definitions

Defining positive masculinity

Positive masculinity refers to a set of behaviors and attitudes that reflect respect, accountability, and collaboration while embracing emotional awareness and nonviolence. It supports individuals in pursuing success and leadership without resorting to coercion, domination, or exclusion. Importantly, it recognizes that masculinity is not monolithic; it adapts to culture, age, and circumstance, and it must be inclusive of all genders. In schools, a clear definition helps students distinguish between assertiveness that harms others and assertiveness that upholds fairness and consent.

Core principles

The core principles guiding positive masculinity in education include equity, safety, critical thinking, and evidence-based practice. Equity ensures access to opportunities and resources for every student, regardless of gender or background. Safety creates predictable, respectful environments where students can voice concerns without fear of retaliation. Critical thinking invites learners to examine how gender norms shape experiences and choices. Evidence-based practice relies on data, ongoing reflection, and collaborative refinement of policies and programs to maximize positive outcomes.

Curriculum Design

Integrating gender norms education

Curriculum design should integrate gender norms education across subjects and grade levels. This involves examining how literature, history, science, and media reinforce or challenge stereotypes about masculinity. Activities can include analyzing portrayals of male characters, discussing real-world consequences of rigid gender roles, and exploring diverse male role models. Age-appropriate discussions foster curiosity and critical thinking, helping students distinguish harmful norms from healthy expressions of identity.

Social-emotional learning and empathy

Social-emotional learning (SEL) provides a practical framework for cultivating empathy, self-awareness, and self-regulation. Integrating SEL with positive masculinity helps boys and young men recognize emotions, one another’s perspectives, and the impact of their actions. Schools that embed SEL into daily routines—class meetings, restorative conversations, and collaborative projects—create climates where empathetic leadership flourishes and conflicts are resolved without escalation.

Peer influence and role models

Peers exert a strong influence on behavior, especially during adolescence. Structured programs that promote positive peer influence—peer mentoring, student-led talks, and peer-led anti-bullying campaigns—can reframe norms around masculinity. Equally important is the visibility of male role models who demonstrate respectful communication, collaboration, and service. When students see diverse examples of positive masculinity in action, they are more likely to imitate constructive behaviors.

Teacher Training and Professional Development

Training on inclusive pedagogy

Effective teacher training rests on inclusive pedagogy that recognizes diverse student experiences. Educators should receive training on recognizing implicit bias, using inclusive language, and adapting instruction to accommodate different learning styles and cultural contexts. This preparation helps teachers facilitate open dialogue about gender norms while maintaining a respectful classroom dynamic.

Classroom management and safe environments

Creating safe, supportive classrooms is essential for exploring sensitive topics. Restorative practices, clear behavior expectations, and transparent reporting mechanisms reduce the risk of harassment and retaliation. Training should emphasize proactive strategies—establishing norms, modeling respectful interaction, and intervening early when tensions arise—so students feel secure when sharing perspectives about masculinity and gender.

School Culture and Environment

Policies against harassment

Strong anti-harassment policies identify unacceptable behaviors, outline reporting procedures, and specify consequences for violations. Schools should ensure confidentiality, provide access to guidance counselors, and offer multiple avenues for reporting. Regular climate surveys can help track progress and identify areas requiring intervention, ensuring that policies translate into daily practice.

Co-curricular activities and spaces

Co-curricular programs—sports, arts, service clubs, and mentorship initiatives—offer fertile ground for practicing positive masculinity. Equitable access to these activities, inclusive coaching, and opportunities for leadership development help students build confidence and healthy peer networks. Safe spaces for dialogue, both in formal settings and informal gatherings, support ongoing reflection and community building.

Family and Community Engagement

Involving fathers and male caregivers

Engaging fathers and male caregivers strengthens home-school partnerships and reinforces positive messages about masculinity. Activities such as family events, workplace partnerships that support attendance, and resources for conversations at home help align values across settings. When men are visible and engaged in school life, they model constructive, caring behavior for their children and peers.

Community partnerships and outreach

Local organizations, faith groups, and service clubs can extend the reach of school-based initiatives. Partnerships enable mentorship, service learning, and community-based projects that exemplify positive masculine roles. Culturally responsive outreach ensures programs respect local norms while challenging harmful stereotypes, fostering broad-based support for gender-equitable education.

Measurement, Monitoring, and Evaluation

Indicators for positive masculinity

Measuring progress involves both attitudinal and behavioral indicators. Possible metrics include shifts in students’ attitudes toward gender norms, reductions in aggressive incidents, increases in respectful peer interactions, and higher engagement in cooperative problem-solving. Additional indicators may track participation in leadership roles, attendance in SEL activities, and the diversity of male role models encountered in school life.

Data collection and reporting

Data collection should be ethical, age-appropriate, and privacy-preserving. Schools can use mixed methods—surveys, focus groups, teacher observations, and incident data—to triangulate findings. Regular reporting helps stakeholders understand progress, identify gaps, and adapt programs accordingly. Transparent communication about outcomes also reinforces accountability and trust within the school community.

Policy and Scale-Up

National and local policy alignment

Effective scale-up requires alignment across national standards, local district policies, and school-level practices. Policies should explicitly support gender-responsive pedagogy, inclusive recruitment of teachers, and equitable access to resources. Coordination among ministries of education, health, and social services ensures a coherent approach to reducing gender-based disparities in learning outcomes.

Financing and resource allocation

Sustainable funding is essential for durable change. Investments should cover curriculum development, teacher professional development, SEL materials, data systems, and ongoing evaluation. Schools can explore blended financing, including government funding, grants, and community partnerships, to build capacity without relying on short-term grants alone.

Implementation and Case Studies

Case study: school-based program A

School-based Program A was integrated across health, literature, and social studies curricula for middle school students. The program included teacher workshops on inclusive pedagogy, a student-led peer mediation corps, and a school-wide anti-harassment policy reinforced by restorative circles. Outcomes included higher student-reported sense of safety, a modest reduction in bullying incidents, and increased participation of male students in collaborative projects. The initiative highlighted the value of aligning classroom instruction with explicit norms and ongoing teacher support.

Case study: community partnership B

Community Partnership B connected a network of local mentors, father engagement events, and after-school programs designed to model positive masculine leadership. The partnership provided training for male volunteers, created spaces for open discussion about gender expectations, and offered service-learning opportunities that connected students with community needs. Early results showed improved mentor relationships, greater attendance in after-school activities by male students, and stronger trust between families and schools. Challenges included coordinating schedules and ensuring cultural relevance across diverse communities, which were addressed through ongoing dialogue and local adaptation.

Conclusion and Next Steps

Action plan and timelines

To translate these ideas into action, schools can adopt a phased plan. Phase 1 (Months 0–3) involves establishing a cross-stakeholder task force, auditing existing curricula for gender responsiveness, and delivering introductory training on inclusive pedagogy. Phase 2 (Months 4–9) introduces integrated modules on gender norms, SEL curricula, and peer leadership programs, along with updated policies and reporting mechanisms. Phase 3 (Months 10–24) focuses on scaling successful practices, refining data systems, and expanding family and community engagement. Clear milestones, ownership, and regular review cycles help keep momentum and accountability.

Sustaining impact

Sustaining impact requires embedding positive masculinity into the school’s identity. This includes continual professional development, regular assessment of climate and outcomes, and durable partnerships with families and local organizations. By institutionalizing reflective practices, leadership support, and transparent evaluation, schools can maintain progress and adapt to changing needs while expanding access to all students.

Trusted Source Insight

Trusted Summary: UNESCO emphasizes inclusive, equity-focused education that challenges gender stereotypes and promotes respectful relationships. It advocates for curricula and school cultures that foster critical thinking about gender norms, empower students of all genders, and monitor progress toward gender equality in education. This guidance supports embedding gender-responsive pedagogy and evidence-based practices to promote positive masculinities in learning environments.

Learn more at UNESCO.