LAURELL MILTON
with female teachers. Surprisingly, the initial goal of creating a teacher’s guide for such conversations shifted. The boys themselves became the driving force, highlighting the urgency and importance of their active role in this process. Simple hallway chats have the potential to blossom into deeper discussions, offering a space for students to explore a sense of belonging. These conversations revealed a strong desire from the students for authentic engagement with teachers. They craved a platform to “tell their truth,” to explore masculinity within the broader context of their identities, and to dismantle the stereotype that vulnerability is a feminine trait. As school leaders aim to prioritise students’ voices and experiences, a student-centred approach is compelling. Inspired by these hallway chats, the formal research investigated how brief discussions about masculinity, embedded within routines and rituals, could foster authenticity. To capitalise on this momentum, we embarked on a series of modules integrated into existing wellbeing sessions and English lessons. Boys explored identity, stereotypes, and masculinity through individual and group activities, video reflections, and discussions based on their understanding. The findings were clear: boys crave authentic conversations. They were less interested in creating a formal toolkit as they were in having their voices heard and experiences acknowledged. Their eagerness to participate and desire to “tell their truth” suggests a strong need for open communication. Casual conversations emerged as a powerful tool for promoting student authenticity. Discussions fostered understanding, equipping them with new vocabulary to navigate social-emotional challenges. They connected classroom learning to their personal lives, realising that masculinity is not a monolith but rather an intersection of race, class, and overall identity. Language mattered. Initially, limited vocabulary hindered their ability to express ideas. But as they learned new concepts, they incorporated that language into everyday interactions. As they delved into concepts like empathy and intersectionality, their communication flourished.
Another key finding: the boys’ definitions of masculinity were inseparable from other aspects of their identities. Race, class, and overall identity intertwined with their understanding of masculinity. This suggests that fostering inclusive classrooms allows boys to explore the complexities of masculinity from various perspectives. While creating a formal toolkit was not the main focus, the process empowered the boys to feel heard. The boys also defined the ideal teacher; they distinguished between subject teachers and form tutors. They valued subject teachers’ expertise and engaging lessons while prioritising and craving empathy and support from form tutors. This suggests a need for even closer collaboration between these two roles. Building relationships was key. They emphasised the importance of teacher-student rapport and genuine passion for the subject matter. They desired teachers who cared about their wellbeing and catered to individual needs. So, what are the key takeaways for educators? Create space for authentic conversations – one- on-one meetings, group discussions, or open- ended questions in lessons. Introduce and discuss vocabulary related to masculinity, identity, and social-emotional learning. Explore the intersection of masculinity with other aspects of identity. Finally, strive to develop strong relationships, demonstrate a passion for your subject, and genuinely care for student wellbeing. By prioritising open communication, offering support beyond academics, and tailoring instruction to individual needs, we can empower young men to navigate the journey towards self-discovery.
TEACHER OF ENGLISH
As educators in a single-sex school, we hold the power to shape young men. This influence extends far beyond the confines of textbooks, reaching into the realm of social interactions, the definition of masculinity and, ultimately, the very essence of our students. Traditional notions of masculinity, often associated with stoicism and emotional suppression, can be detrimental. However, my experience as a female teacher at an all-boys school has shown me a different side. Those fleeting moments between classes, the corridor conversations, hold immense potential to unlock a world of self-discovery for our students. By Redefining Masculinity Empowering Healthy Expressions of Identity
fostering healthy expressions of masculinity, we can empower boys to navigate the complexities of adolescence, instilling in them a sense of hope and empowerment. My International Boys School Coalition research, conducted with senior boys (ages 11-18), delved into the power of casual conversations in fostering student authenticity. Inspired by the global dialogue on men’s mental health, post COVID lockdown, I set out to understand how seemingly inconsequential chats could impact boys’ sense of self, particularly their connection
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