toxic 6

# Understanding Online Influence: Navigating Misogyny and Healthy Masculinity

_In-person discussion · 75 min · English · ages 13–15_

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## Slide 1 — Title

- Understanding Online Influence: Navigating Misogyny and Healthy Masculinity
- How to think critically about what you see online and treat each other with respect
- Facilitator: _________

_Speaker note: Welcome students warmly. This is a conversation, not a lecture. We're here because the school cares about how online content is shaping what you believe about relationships, success and what it means to be a boy or girl._

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## Slide 2 — Why we're here today

- Some conversations have been happening online and in school that we want to explore together
- Girls in your year have told us they feel uncomfortable with certain comments and content
- We've noticed some of you sharing videos from online influencers that promote harmful ideas about women and relationships
- This session is not about blame — it's about understanding how online platforms work and what healthy relationships actually look like

_Speaker note: Frame this as a shared responsibility, not a crisis. The trigger is real (girls' discomfort, Tate clips circulating) but the tone is collaborative: we're thinking through this together._

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## Slide 3 — What we'll cover today

- How social media algorithms work and why they show you what they show you
- Online influencers and harmful narratives: what they are and why they appeal
- The real impact on girls, boys and school relationships
- What healthy masculinity actually looks like
- How to question online content and support your peers

_Speaker note: This is the roadmap. It signals that we're going to be practical and grounded, not abstract._

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## Slide 4 — The Algorithm Game: Why You See What You See

- Social media platforms make money from your attention
- Algorithms show you more of what keeps you watching — regardless of whether it's good for you
- If you watch one fitness video, you'll see more fitness content. If that includes extreme ideas, you'll see more of those too
- The platform doesn't care if the content is true or harmful — only if it keeps you engaged

_Speaker note: Demystify the technology without jargon. Use the fitness example as a concrete entry point. The key insight: you are being deliberately targeted, not passively consuming. This is empowering, not scary._

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## Slide 5 — What Does the Algorithm Show You?

- Videos about success, money, relationships, what bodies should look like
- Content that makes you feel angry, left out, or like you're missing something
- Influencers who claim to have "the truth" that mainstream media won't tell you
- Ideas that blame women, feminism or "the system" for problems young men face

_Speaker note: These are the patterns students are actually seeing. Name them without graphic detail. The point is recognition: "Have you noticed this happening to you?"_

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## Slide 6 — Understanding Online Influencers and Harmful Narratives

- Some online influencers promote ideas that women are inferior, that men are victims, and that success means money and dominance
- These ideas are packaged as "self-improvement" or "truth-telling" — but they're designed to keep you engaged and make the influencer money
- They offer simple answers to complex feelings: loneliness, uncertainty, wanting to belong
- They make boys feel special or "awake" — like they've discovered something others haven't

_Speaker note: Explain the appeal without judgment. Boys this age are genuinely struggling with identity and belonging. These narratives exploit that. The business model is key: engagement = money. That's the real story._

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## Slide 7 — Why This Matters: Impact on Girls

- Girls in your school have told us they feel unsafe, objectified and not taken seriously
- Misogynistic comments in person and online make them feel uncomfortable coming to school
- They're experiencing real harassment — and they shouldn't have to
- When these ideas spread, they affect the whole school climate

_Speaker note: Centre girls' voices and experiences. This is not abstract — it's happening to their peers. Validate their discomfort without shaming boys. The framing is: "This is affecting people you know. That matters."_

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## Slide 8 — Why This Matters: Impact on Boys

- These narratives create pressure to perform dominance and suppress emotions
- They isolate boys from genuine friendships and emotional honesty
- They can lead to anxiety, depression and loneliness
- Healthy relationships and real confidence come from character, not from dominance or wealth

_Speaker note: Boys are harmed by these narratives too. This is not a "boys vs. girls" conversation — it's about what actually makes people happy and healthy. Real strength includes vulnerability and respect._

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## Slide 9 — What Does a Respectful Relationship Look Like?

- Both people listen to each other without interrupting
- You can say no, and your partner respects that — no pressure, no anger
- You talk about what you both want and need
- You trust each other and tell the truth
- You care about how the other person feels

_Speaker note: Invite students to share ideas first, then highlight these elements. This is the counter-narrative to the influencer content. It's not flashy, but it's real and it works._

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## Slide 10 — Positive Male Role Models

- Gareth Southgate: speaks openly about character, mental health and treating people with respect
- Coaches and teachers who listen, admit mistakes and build trust
- Men in your lives — family members, mentors — who show you what respect and care look like
- What they have in common: they listen, admit vulnerability, treat others with respect, care about character not dominance

_Speaker note: Make this concrete. Ask students to think of men they know who model these qualities. The point is: healthy masculinity is visible and available — it's not the flashy stuff online._

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## Slide 11 — How to Question What You See Online

- Who made this? What are they trying to make me feel or do?
- Who benefits if I watch this, share this or believe this?
- Is this actually true? Where's the evidence?
- How would this make someone else feel — especially girls or people who are different from me?

_Speaker note: Teach this as a practical framework students can use immediately. It's not complicated — it's just asking questions before you accept something as truth._

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## Slide 12 — Speaking Up When You Hear Something Wrong

- If a friend shares a misogynistic comment or video, you can say: "That's not okay" or "I don't agree with that"
- You don't have to shame them — just be clear and respectful
- If you see harassment happening, you can tell a trusted adult
- If you're unsure what to do, talk to a teacher or counsellor

_Speaker note: Give students permission and language to intervene. Upstander skills are practical and learnable. Emphasise that speaking up doesn't mean being aggressive — it means being clear._

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## Slide 13 — Reflection: What Will You Do?

- What's one thing you heard today that surprised you or made you think differently?
- Is there someone in your life — a friend, family member, role model — who shows you what respect looks like?
- If you heard a friend sharing harmful content, what would you say?
- What's one question you could ask yourself before you watch or share something online?

_Speaker note: These are prompts, not interrogations. Invite thinking, not disclosure. Students can answer in their heads, write them down, or share with a partner. Normalise silence — not everyone will speak._

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## Slide 14 — Where to Get Help

**If you or a friend are experiencing harassment, feeling unsafe, or want to talk:**

- **Talk to a trusted adult first:** school counsellor, teacher, parent, or another adult you trust
- **School counsellor:** [Name and contact details to be provided by school]
- **Designated Safeguarding Lead:** [Name and contact details to be provided by school]

**In Switzerland, additional support:**

- **SOS Amitié (Geneva):** 0800 040 080 (confidential, free) — for young people experiencing distress, loneliness or crisis
- **Aide Suisse contre l'Abus Sexuel (ASAS):** 0800 040 080 — support for sexual abuse and harassment
- **Cantonal Education Authority (DIP Geneva):** [Contact details to be provided by school]

_Speaker note: These resources are placeholders. The school must provide the counsellor's name, DSL contact, and any existing safeguarding protocols. SOS Amitié and ASAS are established Swiss services; verify current numbers with the school before printing. Always lead with "trusted adult" — that is the universal first step._

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## Slide 15 — Thank you

- You've shown real maturity in this conversation today
- Healthy relationships, respect and character matter — and you have the power to shape that in your school
- Questions? Talk to a teacher, counsellor or trusted adult anytime

_Speaker note: Close warmly and without heaviness. Reinforce agency and hope. Leave space for questions but don't force them. Thank students for their engagement._

---

**Facilitator Notes — Safeguarding & Delivery**

### Before the session

- Confirm the school counsellor's name, contact details and availability for follow-up
- Confirm the Designated Safeguarding Lead's name and protocol for disclosures
- Brief the DSL that this session may surface disclosures of harassment or distress
- Prepare local resource list (see Slide 14 notes above)
- Review the school's anti-bullying and safeguarding policies
- Do not name or shame the tutor who flagged the incident, or any specific students

### Ground rules (establish at the start of Slide 2)

- What we say here stays here (confidentiality)
- We listen without interrupting
- It's okay to say "pass" — you don't have to speak
- No personal disclosures in the group — if something feels too personal, talk to a trusted adult one-to-one
- We respect each other, even if we disagree

### During the session

- Monitor for signs of distress (shutting down, visible upset, leaving the room)
- If a student discloses harassment or abuse, listen without judgment, thank them for trusting you, and follow the school's DSL protocol immediately after the session
- If a student becomes distressed, offer a break or one-to-one follow-up with the counsellor
- Avoid asking students to share personal experiences of misogyny or harassment in the group
- Keep the tone warm and non-judgmental — this is not a lecture or a moral lesson
- Use the scenario-based language (Slides 6, 11) to create distance from personal experience while still making the content real

### After the session

- Debrief with the DSL about any disclosures or concerns
- Follow up with any student who seemed distressed
- Provide take-home materials (resource list) to all students
- Be available for questions from staff or parents

### Mixed-gender room — key principles

- Avoid framing that pits boys vs. girls (use "we" and "our school")
- Centre girls' experiences and safety without blaming boys
- Acknowledge that boys are also harmed by these narratives
- Use inclusive language: "people", "partners", "peers" rather than gendered assumptions
- If a boy becomes defensive, stay calm and curious: "What makes you feel that way?" rather than dismissive

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**End of Presentation Outline**

# Facilitator notes — Understanding Online Influence: Navigating Misogyny and Healthy Masculinity

_In-person discussion · 75 min · English · ages 13–15_

## Before you start

### What this course is for

Year 9 students in your school have been exposed to online influencers promoting harmful ideas about masculinity, success and women. Some boys have been sharing and discussing this content; girls have reported feeling uncomfortable and unsafe as a result. This session creates a mixed-gender space to think critically about how algorithms work, why these narratives appeal to young people, and what healthy masculinity actually looks like. The goal is not to shame anyone, but to build media literacy, empathy and respect.

### What you need to know about this group

- **Mixed-gender room.** Frame the conversation around shared humanity and mutual respect — avoid "boys vs. girls" language.
- **Some students may have consumed harmful content.** They are not bad people; they may not have understood the impact. Approach with curiosity, not judgment.
- **Girls in this cohort have already raised concerns.** Their voices and experiences matter and should be validated without singling them out.
- **Parents will see take-home materials.** Use measured, clear language — avoid graphic descriptions or sensationalised wording.
- **No specific students or staff should be named or shamed.** Keep the conversation about patterns and ideas, not individuals.
- **This is a discussion-based session.** Students' thoughts and questions are central. You are facilitating thinking, not delivering a lecture.

### Safeguarding flags

**Flag: Student discloses harassment or abuse** — If a student shares that they or a peer have experienced misogynistic harassment, objectification or abuse, listen without judgment, thank them for trusting you, and tell them you will follow up with the school's Designated Safeguarding Lead (DSL). Do not promise confidentiality; explain that you have a duty to keep them safe. Offer a one-to-one conversation after the session if they need it. Follow your school's safeguarding procedures immediately.

**Flag: Student shows signs of distress during discussion** — If a student becomes visibly upset, withdrawn or agitated, pause and offer them the option to step out, take a break, or move to a quieter space. Do not force them to participate. Check in with them one-to-one after the session and signpost school counselling if needed.

**Flag: Student defends or promotes misogynistic ideas in the group** — If a student argues that women are inferior or that the content being discussed is justified, do not shame them. Calmly redirect: "I hear you. That's a perspective some people hold. Let's think about what the evidence shows us about healthy relationships and respect." Keep the conversation grounded in impact and evidence, not personal attack.

**Flag: Student reveals they have been influenced by harmful online content and feels ashamed** — Normalise this. "A lot of young people have seen this content. It's designed to appeal to you. The fact that you're thinking about it now shows maturity. That's what matters." Offer one-to-one support and signpost school counselling.

**Flag: Disclosure of family violence or abuse** — If a student mentions experiencing or witnessing abuse at home, listen, thank them for sharing, and tell them you will speak to the DSL. This is a safeguarding concern that requires immediate follow-up. Do not continue the session as if nothing happened; pause and offer support.

### Materials checklist

- **Slides 1–10** (printed or projected — check projector/screen works before students arrive)
- **Flip chart or whiteboard** (for capturing ground rules and student ideas during discussion)
- **Pens** (for flip chart)
- **Take-home resource sheet** (to be completed with local Geneva/Switzerland helplines, school counsellor contact, DSL contact — see note below)
- **Optional: printed scenario cards** (for small-group discussion in Module 3, if you prefer not to read aloud)
- **Tissues** (in case a student becomes emotional)
- **Quiet space nearby** (in case a student needs to step out)
- **School DSL contact details** (have these to hand in case of disclosure)

**Important:** The take-home resource sheet (Slide 9) is incomplete. Before delivery, you must populate it with:
- School counsellor name and direct contact
- DSL name and direct contact
- Local Geneva helplines for young people experiencing harassment, abuse or mental health concerns (in French and English where available)
- Any school-specific safeguarding or anti-bullying policies

If these details are not available, flag this to the school immediately. Do not deliver the session without this information ready to share.

---

## Running the session

### Slide 1 — Understanding Online Influence (Title slide)

- **Goal:** Welcome students warmly and signal that this is a discussion-based, non-judgmental space.
- **Key points:** 
  - This is a conversation, not a lecture.
  - Everyone's thoughts matter.
  - There are no "wrong" answers — just honest thinking.
- **Suggested phrasing:** "Hi everyone. Thanks for being here. Today we're going to talk about something that's been happening in our school and online — and I want to hear what you think. This is a space where we can be honest and ask real questions. No one's in trouble. We're just thinking together."
- **Watch for:** Students who look anxious or defensive. Make eye contact with a few people and smile to signal warmth. If someone looks particularly uncomfortable, check in with them one-to-one after the session.
- **Time:** 2 minutes

---

### Slide 2 — Why We're Here Today

- **Goal:** Frame the session as a response to real observations in the school, validate girls' experiences, and establish that this is exploratory, not punitive.
- **Key points:**
  - Some conversations happening online are affecting how students think about each other.
  - Girls have told us they feel uncomfortable with certain comments.
  - We want to explore what healthy relationships and respect actually look like.
  - This is a space to think together — no blame, no shame.
- **Suggested phrasing:** "Over the past term, we've noticed some conversations happening online and in school that are affecting how some of you think about each other. Some of you — particularly girls — have told us that certain comments are making you feel uncomfortable or unsafe. We take that seriously. Today we're not here to blame anyone. We're here to think together about where these ideas come from, why they appeal to people, and what healthy relationships and respect actually look like."
- **Watch for:** 
  - Girls nodding or looking relieved — this signals validation is landing.
  - Boys looking defensive or dismissive — if this happens, pause and say: "I know this might feel uncomfortable. That's okay. We're not saying anyone here is bad. We're just thinking about ideas and their impact."
  - Silence — this is normal. Don't rush to fill it. Give students a moment to settle.
- **Time:** 3 minutes

---

### Slide 3 — What We'll Cover Today

- **Goal:** Set clear expectations so students know what to expect and feel in control.
- **Key points:**
  - How social media algorithms work and why they show us what they do.
  - Online influencers and harmful narratives about masculinity and success.
  - The real impact on girls, boys and school community.
  - What healthy masculinity actually looks like.
  - How to think critically about online content and support each other.
- **Suggested phrasing:** "Here's what we're going to do today. First, we'll talk about how algorithms work — why your feed shows you what it does. Then we'll look at some online influencers and the ideas they're promoting. We'll talk about how that affects all of us — girls and boys. Then we'll look at what healthy masculinity actually looks like, and I'll give you some tools for thinking critically about what you see online. Does anyone have questions about what we're covering?"
- **Watch for:** Hands up or questions — this is good. It means students are engaged. Answer briefly and move on.
- **Time:** 2 minutes

---

### Slide 4 — How Algorithms Decide What You See

- **Goal:** Demystify social media technology and help students understand they are being deliberately targeted, not passively consuming.
- **Key points:**
  - Platforms show you more of what keeps you watching — not what's true.
  - If you watch one video, the algorithm learns and shows you similar content.
  - Extreme ideas get amplified because they keep people engaged longer.
  - The platform makes money from your attention, regardless of impact.
- **Suggested phrasing:** "Let's talk about how algorithms work. You know how if you watch one fitness video on TikTok, suddenly your feed is full of fitness content? That's the algorithm learning what keeps you watching. But here's the thing — it doesn't care if that content is good for you. It just cares that you stay engaged. So if you watch one video about fitness that includes extreme ideas about what bodies should look like, or what men should be, the algorithm will show you more of that. Why? Because it keeps you scrolling. And the longer you scroll, the more ads you see, and the more money the platform makes. You're not being passive here — you're being deliberately targeted."
- **Watch for:**
  - Nods of recognition — students often have experienced this.
  - Questions like "How do they know what I like?" — answer simply: "They track what you click, how long you watch, what you search for. It's all data."
  - Discomfort about being "tracked" — validate: "Yeah, it's a bit creepy when you think about it. That's why it's good to be aware of it."
- **Time:** 12 minutes (including 2–3 minutes of discussion)

---

### Slide 5 — Understanding Online Influencers and Harmful Narratives

- **Goal:** Explain the patterns of misogynistic online content without graphic depiction, and help students understand why it appeals to young people.
- **Key points:**
  - Some influencers promote ideas that women are inferior or that men are victims.
  - These narratives are packaged as "self-improvement" or "truth-telling."
  - They appeal to young people because they offer simple answers to complex feelings.
  - They blame external forces (feminism, women) rather than exploring real challenges.
- **Suggested phrasing:** "Some online influencers — and you might have seen clips of this — promote ideas that women are inferior, that men are victims, and that success means money and dominance. They package this as 'self-improvement' or 'telling the truth that no one else will.' Now, why does this appeal to young people? Think about it. If you're feeling lonely, uncertain, or like you don't belong, and someone comes along and says 'Here's the answer — women are the problem, feminism is ruining things, you just need to be more dominant' — that feels simple. It feels like you've been let in on a secret. It makes you feel special or 'awake.' But here's what's actually happening: instead of exploring real challenges — like how to build genuine friendships, how to handle rejection, how to figure out who you are — these narratives just blame external forces. They don't help you grow. They just make you angry."
- **Watch for:**
  - Students who have seen this content may nod or look uncomfortable.
  - If a student mentions Andrew Tate by name, acknowledge it: "Yes, that's one example. There are others too. The pattern is the same."
  - Defensiveness from boys who have engaged with this content — do not shame. Instead: "A lot of young people have seen this. It's designed to appeal to you. The fact that you're thinking about it now is what matters."
- **Suggested scenario (if time allows):** "Let's say a friend shares a video from an influencer saying 'Women don't deserve respect because they're illogical.' How would you respond? What questions might you ask?" (Pause for 2–3 responses. Highlight: "Who made this? What are they trying to make you feel? Who benefits? Is this actually true?")
- **Time:** 15 minutes (including 5 minutes of small-group or pair discussion)

---

### Slide 6 — Impact on Girls and Boys

- **Goal:** Centre girls' experiences without blame, and help boys understand that these narratives harm them too.
- **Key points:**
  - Girls experience misogynistic comments as harassment — they feel unsafe and objectified.
  - Boys face pressure to perform dominance, suppress emotions and isolate from genuine friendships.
  - These narratives harm mental health and school relationships for everyone.
  - Respectful relationships are built on listening, honesty, consent and care.
- **Suggested phrasing:** "Let's talk about the real impact of this. Girls in your year have told us that when they hear misogynistic comments — whether online or in person — they feel unsafe. They feel objectified. They don't feel taken seriously. Some of you have already told us this is happening. We want to acknowledge that and take it seriously. But here's something important: these narratives also harm boys. They create pressure to perform dominance, to suppress emotions, to isolate from genuine friendships. They can lead to loneliness and mental health struggles. So when we talk about respect and healthy relationships, we're talking about something that benefits everyone. What does a respectful relationship actually look like? Think about it — with a friend, a partner, a family member. What do you need from them?"
- **Watch for:**
  - Girls may look relieved or emotional — this is validation landing.
  - Boys may look defensive or uncomfortable — this is normal. Give them space to think.
  - Silence — do not rush to fill it. Let students sit with the question for 10–15 seconds.
- **Pair discussion (5 minutes):** Ask students to turn to a partner and discuss: "What does a respectful relationship look like? What do you need from friends and partners?" After 3–4 minutes, invite 2–3 pairs to share. Highlight: consent, listening, honesty, care, boundaries.
- **Time:** 15 minutes (including pair discussion)

---

### Slide 7 — What Does Healthy Masculinity Look Like?

- **Goal:** Provide concrete, relatable examples of positive male role models and counter the narrative that dominance equals success.
- **Key points:**
  - Character, respect and emotional honesty matter more than money or dominance.
  - Healthy role models listen, admit mistakes and care about others.
  - They are available, vulnerable and treat people with genuine respect.
  - These qualities are visible in coaches, teachers, family members and public figures.
- **Suggested phrasing:** "So what does healthy masculinity actually look like? It's not about money or dominance. It's about character. Think about the men in your lives — a coach, a teacher, a family member — who you respect. What do they have in common? They listen. They admit when they're wrong. They care about other people. They're not afraid to show emotion or vulnerability. They treat people with genuine respect. There's a football manager, Gareth Southgate, who talks about this. He says that character matters more than status. That's healthy masculinity. It's about being someone people can trust, someone who cares, someone who's honest about their struggles."
- **Watch for:**
  - Students may name people in their lives — this is great. Affirm it: "Exactly. That's what healthy masculinity looks like."
  - Some students may struggle to name examples — that's okay. You can offer more: "A teacher who admits he made a mistake. A coach who checks in on how you're feeling. A dad who talks about his emotions."
- **Reflection (2 minutes):** "Which of these qualities do you want to develop in yourself?" (No need for answers — this is internal reflection.)
- **Time:** 10 minutes

---

### Slide 8 — How to Think Critically About Online Content

- **Goal:** Give students practical, immediately usable tools for questioning online narratives and supporting peers.
- **Key points:**
  - Ask: Who made this? What are they trying to make me feel? Who benefits? Is this true?
  - When you hear a misogynistic comment, you can say: "That's not okay" or "I don't agree."
  - You don't have to shame someone — just be clear about what you believe.
  - If you or a friend feel unsafe or harassed, talk to a trusted adult.
- **Suggested phrasing:** "Here's a tool you can use right now. When you see online content, ask yourself four questions: Who made this? What are they trying to make me feel? Who benefits? Is this actually true? These questions help you step back and think instead of just accepting what you see. Now, what if you hear a misogynistic comment from a friend? You don't have to shame them. You can just say: 'That's not okay' or 'I don't agree with that' or 'That's disrespectful.' You're being clear about what you believe without attacking them. And if you or a friend are experiencing harassment or feeling unsafe, talk to a trusted adult — a teacher, parent, school counsellor. Getting help is a sign of strength, not weakness."
- **Watch for:**
  - Students may ask: "What if my friend gets angry?" — Answer: "That's their choice. You've been clear. That's what matters."
  - Some may worry about being seen as "uncool" — Validate: "Yeah, it can feel risky. But real friends respect you for being honest."
- **Time:** 8 minutes

---

### Slide 9 — Where to Get Help

- **Goal:** Provide clear, accessible information about support services and normalise reaching out.
- **Key points:**
  - First step: talk to a trusted adult — a teacher, parent, school counsellor or DSL.
  - School support: [counsellor name and contact], [DSL name and contact].
  - Local Geneva/Switzerland resources: [to be completed by school].
  - If you need immediate support, contact your school's student support team or a trusted adult.
- **Suggested phrasing:** "If you or a friend are experiencing harassment, feeling unsafe, or just want to talk about something that's bothering you, here's what you can do. First, talk to a trusted adult. That could be a teacher, a parent, a school counsellor, or the Designated Safeguarding Lead. Here are their details [point to slide]. You can also contact these local services [point to slide]. There's no shame in reaching out. In fact, it's one of the bravest things you can do. And if you need help right now, talk to someone today."
- **Watch for:**
  - Students may look uncertain about whether to reach out — normalise it: "A lot of young people feel nervous about asking for help. That's normal. But adults are here to listen and support you."
  - Some may ask: "Will my parents find out?" — Answer honestly: "If it's something serious — like abuse or someone being in danger — we have a duty to tell the right people. But we'll always try to talk to you first about what happens next."
- **Time:** 5 minutes

**Critical note:** This slide cannot be delivered without local contact details. Before the session, ensure you have:
- School counsellor name and direct contact (phone and/or email)
- DSL name and direct contact
- At least 2–3 local Geneva helplines for young people (in French and English where available)
- Any school-specific safeguarding or anti-bullying policies

If these are not available, contact the school immediately and ask them to provide this information. Do not deliver the session without it.

---

### Slide 10 — Thank You

- **Goal:** Warm, brief close that reinforces agency and leaves space for questions.
- **Key points:**
  - You've shown real maturity in this conversation.
  - Keep questioning what you see online.
  - Treat each other with respect.
- **Suggested phrasing:** "Thank you for being so thoughtful and honest today. You've shown real maturity in this conversation. Remember: you have the power to question what you see online. You have the power to treat each other with respect. And you have adults around you who care about your wellbeing and are available to listen. If you have more questions after today, that's completely normal. Talk to a teacher, parent, or counsellor. We're here for you."
- **Watch for:**
  - Students may have lingering questions — invite them: "Does anyone have a question before we finish?"
  - Some may want to talk one-to-one — offer: "If you want to chat after, I'm around."
- **Time:** 3 minutes

---

## Discussion management

### Likely questions and how to handle them

**Q: "But isn't it true that some women are illogical?"**
A: "That's a stereotype. People of all genders can be logical or emotional — it depends on the person, not their gender. What matters is treating people as individuals, not as stereotypes."

**Q: "Why is it bad to want to be successful and make money?"**
A: "It's not bad at all. Success and money can be good things. The issue is when someone says that's the only thing that matters, or that you need to dominate others to get there. Real success includes having genuine relationships, being someone people trust, and feeling good about yourself."

**Q: "If I speak up when a friend says something misogynistic, won't they think I'm weird?"**
A: "Maybe. But real friends respect you for being honest. And even if they don't like it in the moment, you've been clear about what you believe. That matters. Plus, you might be the first person to challenge them — and that can actually change how they think."

**Q: "What if I've already watched this content and believed some of it?"**
A: "That's really normal. This content is designed to appeal to you. The fact that you're thinking about it now, and questioning it, shows maturity. That's what matters. You're not bad for having seen it. You're smart for thinking about it."

**Q: "Isn't it just a joke? Why are people so sensitive?"**
A: "Jokes can be funny and also harmful. If a joke makes someone feel unsafe or objectified, it's worth thinking about why. Sensitivity isn't weakness — it's awareness of how words affect people."

**Q: "What if my parents or family members say these things?"**
A: "That's tough. You can't control what they say, but you can control what you believe and how you treat people. If you're struggling with this, talk to a trusted adult at school — a teacher or counsellor. They can help you think through it."

### If the conversation goes off-topic

**Move 1 — Acknowledge and redirect:** "That's an interesting point. It's related to what we're talking about, but let's bring it back to [the topic]. We can chat about that after if you want."

**Move 2 — Use a question to refocus:** "I hear you. Let me ask it this way: how does that connect to what we're talking about — how online content affects how we think about each other?"

**Move 3 — Pause and reset:** "We're getting a bit off track. Let's come back to the main question: [restate the question]. What do you think?"

### If a student discloses something concerning

**If a student discloses harassment, abuse or distress:**

1. **Listen without judgment.** Say: "Thank you for telling me. I'm glad you felt safe enough to share that."
2. **Do not promise confidentiality.** Say: "I need to tell you something important. I have a duty to keep you safe, so I will need to speak to the Designated Safeguarding Lead about this. But I will talk to you first about what happens next."
3. **Offer support.** Say: "This is not your fault. You did the right thing by telling me. I'm going to help you get support."
4. **Follow your school's safeguarding procedures immediately.** Contact the DSL as soon as the session ends. Do not delay.
5. **Offer one-to-one follow-up.** Say: "Would you like to talk more after the session? I can arrange a quiet space for us to chat."
6. **Document what was said.** Write down the disclosure as soon as possible, including the date, time, what the student said, and what you said in response. Give this to the DSL.

**If a student becomes visibly distressed during discussion:**

1. **Pause and check in.** Say: "I notice you seem upset. Are you okay?"
2. **Offer options.** Say: "You can take a break, step out for a moment, or we can move on. What would help?"
3. **Do not force participation.** If they want to sit quietly, that's fine.
4. **Follow up one-to-one after the session.** Say: "I want to check in with you after. Is that okay?"
5. **Signpost support.** Offer school counselling or other support services.

**If a student defends or promotes misogynistic ideas:**

1. **Do not shame them.** Shaming will shut down the conversation and push them further into defensiveness.
2. **Calmly redirect.** Say: "I hear you. That's a perspective some people hold. Let's think about what the evidence shows us about healthy relationships and respect."
3. **Ground in impact.** Say: "Here's what we know: when girls hear these ideas, they feel unsafe. That's real. How do you think we can create a school where everyone feels respected?"
4. **Offer one-to-one conversation.** After the session, say: "I want to chat with you about what you said today. Not because you're in trouble, but because I want to understand where you're coming from."

---

## After the session

### What to log

Capture these points in a brief debrief note to send to the school (DSL or head of year):

- **Overall engagement:** Did students participate? Were they thoughtful? Did anyone seem disengaged or resistant?
- **Notable reactions:** Did girls seem relieved or validated? Did boys seem defensive or reflective? Were there moments of real insight?
- **Disclosures or concerns:** Did any student disclose harassment, abuse or distress? (If yes, this should already have been reported to the DSL immediately.)
- **Questions or themes that came up:** What were students most curious or concerned about?
- **Follow-up needed:** Are there students who need one-to-one support or signposting to counselling?
- **Anything to flag back to Shift:** Did anything come up that suggests the session needs adjustment for future delivery? Were there gaps in the content or resources?

**Example log entry:**
"Session delivered to Year 9 mixed group (15 students). Strong engagement overall. Girls seemed relieved when their experiences were validated. One boy asked thoughtful questions about healthy masculinity. No disclosures. One student seemed uncomfortable during discussion of impact — offered one-to-one follow-up (declined). Key question: 'What if my family says these things?' — suggests need for follow-up resources on navigating family conversations. All students received take-home resource sheet with local helplines."

### Follow-up resources

**CRITICAL: This section cannot be completed without local information.**

The research conducted for this course did not locate specific helplines, counselling services or regulatory frameworks for Geneva or Switzerland. Before delivery, you must obtain and provide:

1. **School-based support:**
   - School counsellor name, phone, email
   - DSL name, phone, email
   - Any school-specific safeguarding or anti-bullying policies

2. **Local Geneva services (in French and English where available):**
   - Helpline for young people experiencing harassment or abuse
   - Mental health support services for adolescents
   - LGBTQ+ support services (if relevant to your cohort)
   - Domestic violence support (for students experiencing family violence)

3. **Cantonal/national resources:**
   - Swiss youth helpline (if available)
   - National anti-bullying or safeguarding resources

4. **Online resources:**
   - Reputable websites on healthy relationships and consent (age-appropriate)
   - Media literacy resources for young people
   - Resources on recognising and reporting online harassment

**If you are delivering this session and do not have this information, contact the school immediately and ask them to provide it. Do not deliver Slide 9 without these details.**

Once the school provides this information, populate Slide 9 and create a printed take-home resource sheet (A5 or A4) that students can keep. The sheet should include:
- School counsellor and DSL contact details
- Local helplines with brief descriptions of what each service offers
- A simple "How to get help" flowchart or checklist
- QR codes linking to online resources (if available)
- A note: "You are not alone. Adults are here to listen and support you."

---

## Delivery tips

### Tone and presence

- **Be warm and genuine.** This is not a lecture. You are a trusted adult having a real conversation with young people about something that matters.
- **Admit what you don't know.** If a student asks a question you can't answer, say: "That's a great question. I'm not sure. Let's find out together" or "I'll look that up and get back to you."
- **Use pauses.** After asking a question, wait 10–15 seconds before filling the silence. Students need time to think.
- **Make eye contact.** Especially with students who look uncomfortable or disengaged. A warm look can signal: "I see you. You're safe here."
- **Validate all contributions.** Even if a student says something you disagree with, say: "I hear you" before redirecting.

### Managing mixed-gender dynamics

- **Avoid "boys vs. girls" framing.** Instead: "How do these ideas affect all of us?"
- **Centre girls' voices without singling them out.** Say: "Some of you have told us..." rather than "Girls have told us..."
- **Acknowledge boys' experiences too.** "These narratives also harm boys — they create pressure and isolation."
- **Invite both genders to contribute.** If boys are quiet, ask: "What do you think?" If girls are quiet, create space: "I want to hear from everyone."

### If the room feels tense

- **Acknowledge it.** "I notice this feels a bit uncomfortable. That's okay. These are important conversations."
- **Slow down.** Take a breath. Pause longer between questions.
- **Use humour lightly.** A gentle, self-deprecating comment can ease tension: "I know this is a bit awkward. That's normal."
- **Offer a break.** "Let's take a 2-minute break. Stretch, get some water, come back."

### If you make a mistake

- **Acknowledge it.** "I misspoke there. Let me say that again."
- **Model humility.** This shows students that mistakes are normal and that admitting them is a sign of strength, not weakness.

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**End of Facilitator Notes**