Online Masculine Narratives PSHE lesson
A secondary PSHE lesson for Years 7 and 8 that helps UK teachers introduce online masculine narratives through a structured, ready-to-teach lesson. Pupils learn to recognise some of the narratives and messages they may encounter online about masculinity, and build the critical thinking skills to question and evaluate this content. The lesson gives teachers a calm, structured way to open discussion about online content pupils may already be exposed to, without needing to reference specific platforms, creators or personal browsing habits.
Online Safety, AI & Digital Literacy
Snapshot
Online Masculine Narratives
This lesson gives teachers a structured way to introduce online masculine narratives and support pupils to think critically about the content they encounter. Feedback: 4.1/5 average rating from 473 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising and critically evaluating online narratives about masculinity
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that some online content presents narrow or one-sided narratives about masculinity
recognise common techniques used to make online content persuasive or appealing
recognise the difference between opinion, misinformation and evidence-based information online
Understand
understand why some online narratives about masculinity can be misleading or one-sided
understand how algorithms and online platforms can shape the content young people see
Practise
practise asking questions to evaluate the reliability of online content
practise discussing online narratives respectfully without judging others
practise identifying trusted sources of information and support
Who this lesson is for?
This lesson is designed for pupils in Years 7 and 8 who are beginning to encounter a wider range of content, influencers and online communities as part of everyday internet and social media use.
It is suitable for:
PSHE lessons
relationships education
pastoral care, form time or wellbeing sessions
digital literacy or online safety programmes
whole class discussion on media, identity and online content
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing online safety and digital literacy Use when pupils need a starting point for thinking critically about online content and influencers.
Building critical thinking about social media Use when pupils are exploring how online platforms and algorithms shape what they see.
Supporting respectful online communication Use when reinforcing respectful, evidence-based discussion about content pupils encounter online.
Reinforcing PSHE or relationships education units Use when connecting online content to wider learning about identity, relationships and respect.
Preparing pupils for greater independent internet use Use as pupils begin exploring more social media platforms and online communities independently.
Creating a structured PSHE discussion Use when you want a calm, teacher led discussion about evaluating online narratives safely.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils are increasingly exposed to online content that presents narrow or one-sided narratives about masculinity, identity and relationships. Building the skills to notice, question and evaluate this content early gives pupils more confidence to navigate what they see online. This lesson is not about telling pupils what to think. It is about giving them the tools to recognise persuasive techniques, consider different perspectives and make informed choices about the content they engage with and share. Supporting critical digital thinking early helps pupils build habits that carry into their wider online life, including how they interpret information, interact with others and seek support if something concerns them.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Critical thinking Pupils learn to question and evaluate online narratives rather than accept them at face value.
Digital literacy Pupils build understanding of how algorithms and online platforms shape the content they see.
Respectful communication Pupils practise discussing online content and differing views without judging others.
Media awareness Pupils consider how persuasive techniques are used in online content.
Help seeking Pupils identify trusted sources of information and support when needed.
Self awareness Pupils reflect on how online content can influence their own views and choices.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name specific influencers, creators or classmates during discussion
Frame the discussion around examples and scenarios rather than personal online activity
Make clear the lesson is about building critical thinking, not judging pupils' online habits
Identify trusted adults pupils can speak to if they have concerns about content they have seen online
During delivery
Use general examples of online narratives rather than naming specific platforms or personalities
Encourage pupils to ask questions about where information comes from and why it might be shared
Allow pupils to share views without pressure to agree with each other
Give pupils time to discuss in pairs or small groups before whole class discussion
Supporting safe discussion
Keep the discussion respectful and avoid singling out individual pupils' views or online habits
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe
Signpost pupils to trusted adults or support pathways if the discussion raises questions or concerns
Adaptation options
Use structured discussion prompts for groups less familiar with the topic
Extend discussion into digital footprints or misinformation for more confident groups
Adjust examples depending on pupils' familiarity with social media and online content
