How are we safeguarding girls in our schools?

Recent research by Catherine Carr with teenage girls aged 13-17 highlights a safeguarding risk that is often quiet, compliant and easy to overlook. At first, the girls interviewed were deemed to be thoughtful, humorous and aspirational. They spoke confidently about their friendships, family and their plans for the future. On the surface, many would be described by adults as “doing well” or “absolutely fine”.

Unfortunately, a clear and sad safeguarding narrative has emerged. This was that many young girls are learning to “minimise themselves” in order to stay safe from their male peers. The girls interviewed described changing their behaviour based on whether boys were present or not. They spoke about not wanting to appear too confident and used language such as not wanting to appear “too much” or “a pick me” or “a beg” (slang for attention seeking). Instead, choosing to focus on “trying to be smaller and quieter”. This was just one group of girls, is it the same in your school?

In our school:

• Are we seeing this in our classrooms, corridors, online and sports teams?

• Are we expecting our girls to behave in more mature, controlled and responsible ways than boys?

• And, as a result, are our girls receiving less tolerance or support?

In the research, the girls report increasing exposure to misogynistic language and attitudes, often linked to the “manosphere” phenomenon. They describe boys being openly sexist, dismissing them, or treating them as the ones to be mocked or blamed. Louis Theroux’s recent Netflix documentary “Inside the Manosphere” explored these dangerous attitudes and how they are affecting children. This included the development of harmful beliefs about gender roles and relationships and women and girls not deserving equality or autonomy.

Young people’s online behaviour is key when exploring this safeguarding narrative. In many ways, it functions as a 24/7, algorithm‑driven version of the fashion magazines of the 1980s and 1990s, which were widely recognised as damaging to girls’ self‑worth at the time. The difference now is the scale, speed and constant accessibility. Social media platforms inevitably contribute to unrealistic beauty standards, sexualised content, bullying and harmful relationship norms.

Pupils are growing up in increasingly adultified and sexualised digital spaces and schools need to be aware of this when educating all age groups about online safety. These safeguarding narratives align closely with Keeping Children Safe in Education (KCSIE) 2025. KCSIE is clear that harm is not always overt and that children who appear compliant, high‑attaining or well‑behaved may still be vulnerable. It highlights the importance of understanding peer‑on‑peer abuse, including sexual harassment, misogynistic language and online harms.

In addition, mental health concerns and absence from school (short and long term), can all be indicators of a further safeguarding need. This reinforces the responsibility of staff to remain professionally curious, no matter how a child may be presenting. Safeguarding means not only responding when harm is seen or disclosed but noticing when harm is encouraging pupils to stay silent or unseen.

As we move towards the end of this academic year and start to think about planning for the next, the consultation for KCSIE 2026 indicates the importance of intervention at those “teachable moments”.

Reflective questions for staff:

• Which girls in our setting are quietly coping rather than truly thriving in our setting?

• Do our safeguarding systems rely too heavily on pupils being disruptive or visible distress as indicators of risk?

• Are we actively exploring the reasons behind girls’ anxiety, silence or absence?

• Do we have a robust online safety curriculum, tackling issues such as online harm, online attention and consent?

• How well do we understand and identify the ever-changing online harms?

• Do we have a culture of misogynistic influence and peer‑on‑peer sexual harassment in our setting?

• Do we challenge sexist behaviour and misogyny dynamically?

• Where do our girls in our community have safe spaces to speak freely and be themselves?

• How do we create a culture where equality is a driven aspiration?

• What role do boys, girls and staff play in creating this and where do we unconsciously contribute to a culture that silences our girls and young women?

About The Girls

Teenage girls from all over the country talk to Catherine Carr about being girls, becoming women, their mental health, relationships and fears. Broadcast on BBC Radio 4 on 13 April 2026 and is available on BBC Sounds.

About the author: Melissa Pollard is a Designated Safeguarding Lead with 20 years experience in education and children's mental health.