Sexism and Safeguarding

Sexism

The Council of Europe uses an internationally agreed definition, describing sexism as acts, words, practices or behaviours based on the idea that a person or group is inferior because of their sex, which can violate rights and dignity, cause harm, create hostile or degrading environments, or reinforce gender stereotypes.

Sexism can lead to and is a part of misogyny and misandry.

Misogyny

The systemic hatred, devaluation, or prejudice against women. It is historically and culturally embedded, often manifesting in restricted opportunities, discrimination, and the perception of women as inferior. It has deep historical roots, influencing laws, social norms, and cultural practices. Examples include restrictions on women’s voting rights, property ownership and participation in public life.

Misandry

The hatred, devaluation, or prejudice against men, which can include negative stereotypes, emotional disdain, or assumptions about male incompetence in domestic or emotional roles. Compared to misogyny, it lacks a comparable historical foundation and is less systematically enforced, though it can arise in response to perceived male dominance or personal negative experiences of males.

Sexism and discrimination based on sex are related, but they are not the same thing. Under the Equality Act 2010, sex is a protected characteristic. Following the Supreme Court's 2025 judgement, ‘sex’, ‘man’ and ‘woman’ in the Equality Act refer to biological sex.

The Equality Act also protects people who have the protected characteristic of gender reassignment. These protections are separate from the protected characteristic of sex, although they can sometimes overlap. The Equality and Human Rights Commission has more information about unlawful discrimination and protected characteristics.

Whilst there is no definitive way to assess the prevalence of sexism, there is some data collected about issues where sexism could be or is a factor.

• In July 2025, the Office for National Statistics looked at figures of domestic abuse, sexual assault and stalking in England and Wales and estimated that in year ending March 2025, 10.6% of people aged 16 years and over were victims of at least one of the crime types of domestic abuse, sexual assault or stalking in the last year (12.8% of women and 8.4% of men)

• Statistics from the Forced Marriage Unit (FMU) show that in 2025 they received 1,295 contacts related to a possible forced marriage and/or possible female genital mutilation (FGM). Of the cases in which the FMU provided tailored assistance in 2025, 301 cases (74%) involved female victims and 105 cases (26%) involved male victim

• More than 2 in 3 girls and young women have supported another girl or young woman because they may have experienced sexism or misogyny (Girls’ Attitudes Survey 2025, Girlguiding)

The impact of sexism on children doesn’t have a distinct set of indicators but potential indicators might include:

• Changes in behaviour, attendance, engagement, attainment or mood.

• Low self-esteem or negative beliefs about themselves, particularly where these appear connected to their sex, gender, appearance, body or perceived role.

• Expressing overly rigid gender-stereotypical beliefs about themselves or others.

• Sexist, misogynistic or misandrist language or behaviour, for example using degrading, hostile or stereotypical language towards others, or expressing beliefs that one sex or gender is inferior, less deserving of respect or entitled to control another.

• Sexualised language, behaviour or online activity. This might include objectification or behaviour that disregards another person's boundaries.

• Fear, avoidance or changes in relationships.

• Controlling or coercive behaviour in relationships. This might be a child either experiencing or enacting behaviours such as monitoring, controlling who someone sees, demanding access to phones or social media, restricting activities or using threats.

• Concerns about bodily autonomy or reproductive control. A child might say or suggest there has been some pressure or coercion relating to their or someone else’s body, sexual activity, pregnancy, contraception or reproductive choices.

• Signs of pressure relating to gender, sexuality, relationships or ‘honour’, including fear of bringing shame on a family or community, pressure to conform to expected roles, or concerns about marriage or other harmful practices.

• Changes in how a child understands safety, relationships or their own worth, particularly where they appear to have internalised messages that their sex or gender makes them less worthy of respect, less entitled to boundaries, or responsible for other people's behaviour.

Remember that there is no single pattern of behaviour that indicates a child is being affected by sexism. Children may respond to harmful attitudes, harassment, abuse or gender-based expectations in very different ways. It might also be that sexism has been a factor in one of the other harms and abuses described above, therefore it might be signs and indicators of those things that you see.

Create a culture based on equality and informed choice. Settings are well placed to help by:

• Resisting assumptions by pausing and considering whether anyone has pre-conceived ideas about a child because they are a boy or girl, or because they do not conform to traditional expectations about how boys and girls should behave.

• Challenging gender stereotypes and giving children opportunities to develop and express themselves beyond traditional gender expectations.

• Paying attention to the words, jokes and phrases used in the setting and whether they reinforce ideas about how boys, girls or other children "should" behave.

• Giving children equal voice and opportunity by noticing who gets your attention, who is interrupted, whose behaviour is challenged and whose ideas are taken seriously.

• Never excusing harmful behaviour. Address behaviour swiftly and consider what might be behind it.

• Addressing sexism when it is seen and considering whether a pattern of behaviour raises a safeguarding concern.

• Keeping the child at the centre by getting to know their individual circumstances, experiences or needs.

Check children and young people have safe relationships – in their family, with their peers and with your staff. Create a culture where it’s okay to talk even about the most difficult things.

Know the signs of potential harm and know what to do – use the checklists above, your safeguarding procedures and be confident in raising sexism as a concern.

Take action – and keep taking action until you know children and young people are safe.