Study finds rising misogyny and sexism in Australian schools

F
emale teachers across Australia are facing increasingly overt sexism and misogyny in schools, with new research linking the behaviour to online influences, weak policy responses and broader cultural attitudes towards gender.

The study, published in the academic journal Gender and Education by researchers from University of Adelaide, draws on survey responses and interviews with secondary school teachers from a range of school settings around the country.

Researchers found many female teachers had experienced verbal abuse, sexual harassment, intimidation and, in some cases, physical aggression from students. Some also reported inappropriate behaviour from parents and said school leadership often failed to respond effectively when incidents were raised.

Associate Professor Sam Schulz said the behaviour reflected wider gendered power dynamics rather than isolated incidents of poor conduct.

“Sexism and misogyny in schools are not new problems, but what we’re seeing now is more overt, more extreme, and more animated expressions of gendered abuse,” he said.

The research points to the growing influence of the online “manosphere”, a network of digital spaces that promotes rigid ideas about masculinity and often frames gender equality as a threat to men. Researchers argue these messages are filtering into classrooms, particularly among teenage boys seeking peer approval or attempting to challenge female authority figures.

The issue has gained wider public attention in recent years amid growing concern about violence against women in Australia. In 2024, Prime Minister Anthony Albanese described violence against women as a national crisis following a series of high-profile killings and public demonstrations across the country.

The study also refers to incidents that have sparked debate around school culture, including allegations of a “culture of misogyny” at a Brisbane school after a female teacher was reportedly surrounded by students and pelted with food. Researchers said responses that dismiss such incidents as harmless behaviour risk normalising abuse.

Co-author Dr Sarah McDonald said many teachers who reported misogynistic behaviour felt unsupported by their employers.

“When female teachers speak up, they are too often told they misinterpreted what happened, that they should manage it better, or that they are overreacting,” she said.

“This shifts responsibility away from systems and onto individual women.”

The researchers are calling for stronger and more consistent policies across schools, alongside improved gender literacy training for teachers and expanded respectful relationships education for students.

They argue schools play a central role in shaping attitudes towards gender and authority, making early intervention critical in preventing harmful behaviours from becoming entrenched later in life.

While many schools already run consent and respectful relationships programmes, education experts and advocacy groups have previously warned that delivery and resourcing vary widely between states and sectors. Some have also cautioned that teachers are increasingly expected to manage complex social issues without adequate training or institutional support.

The researchers said addressing sexism and misogyny in schools requires a coordinated response that treats the issue as a broader structural problem rather than a series of isolated disciplinary matters.