Survey Uncovers Widespread Sexism in Australian Schools

Monash University has conducted the largest Australian survey of teachers to examine their experiences of sexism, misogyny and sexual harassment in schools.

Over the past several years, educators across every state and sector have described an escalation in sexist and misogynistic behaviour directed towards them by students, colleagues and, in some cases, parents and carers, often echoing the language, attitudes and worldview of online misogynistic 'influencers'.

This escalation has been facilitated by existing conditions in schools, captured by a long history of past research, which has established schools as unsafe workplaces for women.

National data now confirms the scale of the issue. Released today, Monash University's national survey collected data from over 2,600 Australian Education Union (AEU) member teachers and found that 78 per cent of respondents reported observing or experiencing sexism or misogyny in school, while one in three observed or experienced this frequently.

Participants described encountering sexism and misogyny across a range of interactions within school communities, including those involving students, colleagues and parents/carers. The findings point to a widespread perception that sexism and misogyny shape the everyday realities of education workplaces.

Lead author, Dr Stephanie Wescott from the School of Education and Culture in the Faculty of Education at Monash University, said Australian government schools are, first and foremost, workplaces.

"Schools employ hundreds of thousands of Australians, the majority of them women, and they are governed by the same workplace health and safety and anti-discrimination laws that apply across other businesses and organisations," Dr Wescott said.

"Educators are skilled and essential workers who make valued contributions to Australian society, yet, for many teachers, schools have become unbearably hostile places to work, with levels of sexism, misogyny and sexual harassment that have made their jobs untenable."

Key findings:

• 78% of teachers report observing or experiencing gendered violence in their schools. 1 in 2 report an increase in gendered violence among students. These patterns are consistent for both primary and secondary school teachers.
• 95% of teachers believe that at least some of their students access manosphere content. 1 in 4 teachers believe that 50% of their students access manosphere content. 70% have noticed the influence of manosphere ideas on student attitudes and behaviour in the past 12 months
• 1 in 3 teachers say gendered violence causes them to occasionally consider leaving teaching. 16% say they frequently consider leaving teaching because of gendered violence.
• Factors that predict teachers being more likely to consider leaving the profession because of gendered violence are:

1. How frequently they experience gendered violence from students
2. The recent increase in gendered violence from colleagues
3. Identifying as a woman

• Women are significantly more likely than men to report that gendered violence has made them consider leaving.
• Teachers are less likely to consider leaving the profession if their school has clear policies outlining their responses to sexism and gender bias.
• Early career teachers are more likely to report that they have frequently observed or experienced gendered violence in their schools.

Co-author, Professor Steven Roberts from the Faculty of Arts at Monash University, said Australian schools play a critical role in driving progress in preventing violence against women and children, and the findings demonstrate the issue requires urgent political action.

"Our research in the last three years has documented a large number of stories of misogyny faced by teachers in schools, indicating a resurgent form of brazen 'male supremacy' among boys and young men. Now, in addition to understanding the shape and experience of the problem, the data in our research report today signals the scale and prevalence of the problem nationally. There is now absolutely no doubt that political attention and action is required"

"We know there are various gaps and limitations in school-level responses to misogyny, sexism and sexual harassment within school settings. Australian schools have the opportunity to foster a safer, more equitable community. However, targeted, intentional, gender-transformative reform is necessary to ensure schools are safe places for both students and teachers," Professor Roberts said.

A research participant shared their observations in how boys were treating female teachers and classmates. "As a teacher, I've noticed a real shift in the attitudes of some boys at school - there's a growing sense of disrespect towards women and girls that feels different from what I've seen before. It's not just teasing or immaturity; it's often fuelled by online influencers and social media messages that normalise misogyny and dismiss women's voices. I see it in the way some boys speak to female teachers or classmates, and in how they react when challenged. It's worrying and exhausting, especially when some parents don't see it as a problem."

'Danielle', a teacher with over 10 years of experience, shared her personal experiences in the classroom.

"I have personally experienced and bore witness to male students verbally and physically assaulting female staff and sexually harassing staff both in and outside the classroom. All for it to be considered as students simply 'misbehaving'. Now, in addition to these, sadly common, traumatising experiences, we are facing a daily struggle against pervasive misogynistic ideas in our classrooms and out in the yard, undermining our ability to effectively teach and eroding our self-worth," said 'Danielle'.

"At a time of persistent teacher workforce shortages, creating school workplaces that are free from harm is a moral responsibility and a social, educational and economic imperative," Dr Wescott said.

The report makes the following recommendations:

Overall, teachers' responses to the survey indicate the severity and breadth of gendered workplace hazards and harms in public education worksites. A significant and sustained response by governments, with a preeminent emphasis on workers' right to safe work, is required to address the concerns reported in this research.

Further recommended areas for action were as follows:

1. That Australian Governments urgently address workplace health and safety (WHS) requirements and establish effective policy and protocols to support the education system.
2. That Australian Governments act to strengthen the gender safety of the teaching profession by addressing structural sexism through fair pay and conditions, secure and flexible employment and greater gender equity in leadership.
3. That Australian Governments strengthen the regulatory response to psychosocial hazards.
4. That Australian Governments ensure adequate access to workers' compensation for teachers who have experienced workplace sexual and gender-based harassment and other forms of gendered occupational violence.
5. That Australian Governments adequately resource the whole-school implementation of Respectful Relationships Education (RRE) that is embedded across curriculum, leadership, policy, professional learning and school culture.
6. That Australian Governments must urgently and effectively regulate social media platforms to intervene in the significant harm that occurs as a result of their business models. This work should be undertaken in collaboration with the eSafety Commissioner to provide best practice advice and implementation tools to ensure online safety.

To view the report, please visit: Duty of Care: Teachers' experiences of sexism, misogyny and sexual harassment in Australian schools