The recently launched Netflix short series, Adolescence, brings to the fore a convergence of ongoing discourses that examine the impact of patriarchal, ultraconservative, misogynistic, and violent ideologies that sustains the so-called ‘manosphere’ – a digital ecosystem that radicalises young men and boys.
Created by Stephen Graham and Jack Thorne, the short series seeks to understand the “why” behind the lead character, Jamie’s, actions that took the life of his female classmate, Katie Leonard during a violent encounter. By exploring incel culture, revenge porn, power and control, and mis/disinformation, the series tackles several issues that young people face in and out of school, as they navigate multiple, often conflicting sources of information. A key element of Adolescence is the evolution of online abuse and how new digital language outruns the awareness of school administrators, educators, parents, and caretakers.
Misogyny does not only harm LGBTQIA+ people, girls, and women, but it also harms men and boys whose performance of masculinity diverges from dominant modern ideals. Jamie’s fixation on external validation led him to adopting harmful discourses taking place in digital arenas that validated and provided explanations for his experiences, namely the 80-20 rule (typically applied to business models as the Pareto Principle which examines outcomes and results) that states that 80% of women are only attracted to 20% of men. These digital communities' prey on young men and boys, misleading explanations for their perceived social failures. By reinforcing rigid notions of masculinity, defined by dominance, aggression, and violence, they cultivate an environment where men and boys internalise misogynistic ideologies, positioning any traits of feminisation as inferior and unworthy. These consequences are far reaching, serving as gateways to other forms of gender-based violence and gender inequalities.
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Subject
Comprehensive Sex Education
Misogyny harms men and boys whose performance of masculinity diverges from dominant modern ideals
Netflix/AdolescenceCompounding this issue is the normalisation of violence as an acceptable response to rejection or perceived provocation. Throughout the series, when confronted with his actions, Jamie repeatedly states, "I haven’t done anything wrong." His emphasis on the word "wrong" suggests a justification for the harm inflicted, as though the violence was proportional to the bullying he experienced. Similar to this, when describing his interactions with the victim on the night of her murder, Jaime says ''I could have touched any part of her body, I wanted to, I really wanted to but I didn't...most boys would have touched her, so that makes be better' as if the choice to engage in sexual activity was only his and not equally hers. Like his statement 'I haven't done anything wrong' we see his assertion in believing he has the power and control over the victim further reinforcing his assumed power and control over Katie.
This pattern of aggression, be it subtle or overt, recurs in multiple scenes, ultimately being neutralised only when other men intervene. Such portrayals reinforce the urgent need for critical discussions about masculinity, power, and the consequences of unchecked aggression.
Adolescence presents as a case study for how young men and boys’ insecurities and lack of social and emotional skills are exploited by extremist influencers and misinformation. Face-to-face with this struggle, what can society provide to help equip boys and men in navigating and exploring their masculinity to build a safe and fulfilling life for them and the people around them?
Comprehensive Sexuality Education (CSE) often taught in schools and out-of-school contexts such as community centres, helps young men and boys to develop a strong sense of self through social and emotional learning tools. It tackles harmful gender norms and stereotypes that often shape ideologies that lead to gender-based violence both on and offline. CSE teaches consent, mutual respect, how to stay safe and provides tools for young people to understand the world around them and to decipher right from wrong. It teaches the value of human life, regardless of differences and helps young people to develop skills for conflict management.
Despite the positive impact of CSE supported by extensive research, there is still opposition to it fueled by mis/disinformation strategically spread by anti-rights groups to move forward their anti-rights agenda and weaponise childhood to implement their conservative visions of femininity and masculinity. Adolescence is not just a series but mirrors several real-life accounts of how misogyny harms young people, from the UK to India to the USA to Argentina, young LGBTQIA+ children and girls are being fatally attacked. We see the rise of fascist governments rolling back hard-won rights to implement school-based CSE.
There is just too much at stake to lose this vital educational tool.
CSE is the first step in creating a safer world, however, it should not be the sole line of defense, we need Big Tech to develop ethical practices that safeguards young people’s access and usage of digital platforms:
A call to action:
1- Sufficiently prepare educators and school administrators to deliver on a whole school approach to CSE: Learning does not only take place in the classroom. It happens across various institutions such as the home, religious spaces, the playground, on the way to school and among peers. The United Nations Girls Education Initiative (UNGEI) in 2021 provided insights into the importance of a whole school approach noting that it seeks to bring together multiple tenets of society with the understanding that the school, as a place of learning, is part of a wider community. Prior to this in 2018, together with the Global Working Group on ending School-Related Gender-Based Violence (SRGBV), they produced a framework with eight domains that provides guidance to improve the education system to better respond and prevent the occurrence of SRGBV. One of the key domains is parent engagement which involves parents in keeping learners safe and using positive disciplinary techniques at home.
2- Invest in Gender-transformative CSE: Gender-transformative CSE actively addresses power imbalances and seeks to unpack the root causes of gender inequalities so that learners are able to treat each other with respect and kindness and are able to challenge patriarchal ideologies that contribute to gender-based violence. By utilising this approach, learners are better equipped to engage in critical assessments of the information they consume, being able to decipher misogynistic narratives and challenge harmful societal expectations.
3- Streamline social and emotional learning in CSE programmes: Social and emotional learning in CSE helps young people to understand their emotions, become self-aware, and build empathy while developing skills to navigate and resolve conflict without resorting to violence or aggression. Programmes like Tilli work with children from 5 to 10 years old to build core skills to lead healthier and happier lives.
4- Governments must work with Big Tech to regulate platforms: Social media and other digital platforms are largely consumed by young people all over the world, shaping their perceptions of gender, sexuality, and interpersonal relationships. Young people’s right to information must be safeguarded. Big Tech must uphold human rights and ensure that their policies enable safe access to all users, including the implementation of content moderation policies that bolster freedom of expression rather than policies that censor marginalised groups of people and increase hate, violence, and mis/disinformation. This can be done through long term partnerships with digital rights organisations and continuous consultations with governments and civil society organisations.
I have been working on CSE at various levels for a long time and have seen firsthand the powerful effect it can have on young boys and girls, from strengthening and improving their sense of selves and learning about the types of services and resources that are available to improve their health and wellbeing to understanding the difference between consent and coercion and how they can establish boundaries on their own terms. Our Member Associations around the world continue to deliver this work from advocacy to programming, amidst the ongoing backlash. They are moving forward. We cannot let the alt-right attack and undo decades of progress.
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Ashlee Burnett is a Trinbagonian educator and researcher, serving as IPPF’s Global Lead on Comprehensive Sexuality Education; leading on CSE partnerships, evidence generation, and supporting MA-led initiatives like the Center of Excellence on CSE to deliver innovative programmes and youth-centered care. She holds an MSc Education Policy and International Development from the University of Bristol and has been awarded the Colin Robinson Hard Head Award for transformational activism in Trinidad and Tobago.
