MenAreGood
Indigenous Rituals and What They Tell Us About Men
Excerpt - Swallowed by a Snake Chapter Nine
August 26, 2024
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Cross-Cultural Grief

 

This is chapter nine of Swallowed by a Snake: The Gift of the Masculine Side of Healing.  In the late 1980’s I was confused about men’s ways of healing and bumped into the anthropological research on cross cultural grief.  It was this research that clearly showed the tendency of indigenous people to give men activities following a loss.  The more I studied the more I saw that men relied on action as a mode of healing. It was easy to admire the grief rituals these folks offered to both men and women.  See what you think.


Chapter Nine - Cross Cultural Grief

Indigenous people around the world have highly developed rituals and mechanisms in place in their cultures to aid the resolution of grief. These rituals are an important part of life for these people. Their cultures are fertile ground for grief to be nourished. In many ways we are the primitives, because we have very few mechanisms in our culture that function in a similar way. By studying the way indigenous people grieve we can begin to get some idea about the state of grief in our own culture and our inadequate rituals. Using the analogy of a business or a sports team that is not doing well compared to the competition, we can examine a successful party and learn from their achievement. We will probably not adopt a specific grief ritual from another culture, but we will be able to see how these cultures have incorporated grief into their daily lives and how they have developed different rituals for men and women.

These cultures have implemented action-oriented rituals that allow both men and women tasks that connect them with their grief. In our own culture we have no such thing. We are left to our own devices to heal our grief, many times without the support of a caring community. Given this void of ritual, men and women are put into a precarious state. Often, women are able to overcome this void by using their skills of relating and their natural tendency towards verbally sharing their grief with others, but men, usually with strengths of a different nature, are at more of a disadvantage. Without culturally-endorsed rituals men are left with nothing to do following a death. It has been my clinical observation that men in our culture grieve through task, that is, they find activities that allow them to access and heal their grief. Through studying the cross-cultural literature we can begin to get a glimpse of the possible root of a man’s tendency in our own culture to connect his grief with action.

The least we can expect is to stimulate our own thinking about different ways to express grief. Our own weakness in dealing with grief can be strengthened by observing the strength of the tribal culture’s ritual that is so effective in helping their communities come to terms with their loss. With that said, let’s look at what can be learned from grief around the world.

Community

One of the first things we notice is the difference between the social structure of indigenous people and our own way of life. Tribal cultures live in communities of intimately interconnected people who are closely affected in some way by the death of any member. They live in close proximity, rely on each other for the necessities of life, and usually have a common history and world view. There is a bond between them that is amplified by the feeling of “us” and “we” that develops when a group of people share such interdependence. The people of these cultures have ritual structures in place that are designed to support those in grief. There is usually a strong expectation and a sense of responsibility that the community will lend its support to those in pain. There is a sense that each death is a loss of the community, not a loss that is isolated.

We can contrast this with our own situation, where there is a certain invisibility in our interdependence. We live together in neighborhoods but not necessarily communities. Many times the neighbors who live three doors down the street have little attachment to or connection with our family. We shop in different places and work in different settings. When a member of a tribe dies, it is a person who was connected in many ways to the community. When a member of a neighborhood in North America dies, too often it is merely someone who lived down the street.

The interdependence of the tribal cultures can be better compared in some ways to the family unit in the United States. Families are interdependent in a similar kind of way, with each member having prescribed roles and duties and interacting on a daily basis. In many ways our families have become our communities. But without the embrace of a larger community we are left with fewer places to receive support for our grief. Our primary means of support frequently is limited to the members of our family. A table with many legs is not affected by one leg being sawed off, but a table with three or four legs is crippled by a similar loss. This is one of the reasons for the emergence of grief counseling in our culture.

World View

Another difference we notice is that the world view of the indigenous people in some way brings meaning to grief. Many times grief is seen as food for the soul of the dead person. The Minianka tribe in Africa see the tears of grief as being nourishment to the newborn soul of the person being grieved. Without the tears the soul could not move beyond the land of the living. In this way the mourners see their grief as a benefit to the person who has died. The variations of this theme are many, but they all incorporate the idea that grief is a necessary process and without it there is some sort of trouble. It is easy to see the contrast to our own culture where people tend to feel that their grief has no purpose or meaning, or worse yet, that it is a selfish act.

Marking the Griever

There are many common themes in the grief rituals among indigenous people. One of these is the tendency to mark the griever. All sorts of mechanisms are used, but one that is found in many cultures is hair. For many tribal people hair is a symbol of life. It marks the passage of time and is therefore connected with life and death. Many times the grievers either cut off their hair or allow their hair and (in the case of the men) beard to grow in response to a death. This is done as a symbolic act and as a part of a ritual process prescribed by the community, but it also functions as a way to mark the mourners. All the people of the community are aware that a certain haircut means a person is grieving. There are many variations on this theme, including special cuts where only a part of the hair is cut or all hair is sheared. The hair can be cut with all sorts of instruments, such as sharpened seashells, or it may be burned off. Sometimes the cut hair is saved as a memorial, to become part of a necklace or be used in a ritual. The important message of the special hair cut is that this is a person in pain, a person who is grieving, and the treatment he receives is altered due to his status as a griever.

Other ways of marking the griever include covering oneself with ashes or oil or certain colors of paint. In one African tribe there is a complex system of designating the colors of grief paint to alert the community to the type of loss that has been suffered. For instance, a man whose father died would wear a certain color of paint in a certain place on the body. If it had been his mother who died, the paint would have been a different color and painted in a different design. This simple system not only alerts the community to the fact that this man is grieving, it also clearly marks the type of loss that has occurred.

Bark

 

Bark is used in some cultures both as a way to mark the griever and as a symbol of grief. The Karanga people of Africa wear bark to mark themselves as grieving. Women wear a bark necklace, and men wear a woven bark chain around the head. The bark serves also as a symbol of loss, indicating that an individual has been stripped away from the community as bark has been stripped from the tree.

The story of Jaque, also related in a previous chapter, is another example of bark used as a symbol of loss. When his brother died suddenly, Jaque was torn by sadness and anger. Following ancient custom, he went into the forest, selected a tree and, after uttering a prayer, stripped away a piece of the bark. Now the tree, like Jaque, had lost something whose loss caused deep pain. Many times over the following months he returned to visit the tree. As the seasons passed, the wound in the tree healed. So did the wound in Jaque’s heart. With the tree as a visible reflection of his loss, Jaque was reminded that he, too, was healing. Jaque is a Native American, a Cree.

In this example, the bark of the tree was used as a symbol of the pain that the man was experiencing. As the bark is a covering of the tree, it is almost as if the man had his own covering sliced away in a similar manner. A part of him was taken—not his core, which still exists—but something that was a part of him all the same. The tree stood as a symbol for his loss; it was wounded in a similar way. Each time he visited that site the tree could remind him of his own wound and, as he watched the tree heal, of his own healing.

These are some of the ways native people have used to mark the griever. Marking gives the griever a public role to play and, in essence, permission to publicly and privately grieve. We can contrast this with the invisibility of grief in our culture. One of the last markings to be discarded in our culture was the black arm band. We now have no overt way to differentiate the people in our community who are grieving from those who are not. The men and women who are grieving can feel this invisibility and the accompanying lack of permission to grieve. Indigenous cultures prescribe specific behaviors and roles for the bereaved, the grief “norm” as it were. This can be contrasted with our own situation where there is confusion over where and when to express grief, or how much grief and of what duration is normal. This lack of “norm” leaves everyone guessing. The people I have worked with have all had the same question, “Is what I’m going through normal?” We are left untethered with a great deal of pain but no box to put it in.

When Does Grief End?

In some tribal communities, it is the responsibility of the community to clearly state when the time of official grief has ended. An example might be that a grieving man was marked by being forbidden to eat a certain type of food. When the community members feel it is the right time, they will offer the particular food to the grieving man as a symbol that he is now ready to re-enter the community as a non- grieving person. There are examples other than food—a certain way of dressing or different behavior—but the essence is the same: the community clearly marks the boundaries of grief for the griever. This contrasts with our own culture where there is great confusion about when and how much grief is appropriate. We live in a near vacuum of social indicators about the time needed to grieve. The most prevalent guideline we have is that many people don’t think you should be grieving at all.

Separating Men and Women in Grief

Another form of marking the griever is the separation of men and women in the grief rituals. By separating the grievers these cultures are honoring the differences in grieving between men and women and setting up different containers for healing. An example is the Bara people of southern Madagascar who designate two huts when a death occurs. One hut is the Tranadahy, which means “male house;” the other is the Trano Be Ranomaso, which means the “house of many tears.” During the period of time after the death these huts are used for congregating and receiving condolences. The men’s hut is the center of activity regarding the death. The men plan and initiate the rituals, receive condolences from the male guests, and take responsibility for the body. The women’s hut is more the center of emotional expression, with the women keening, wailing, and crying as they receive condolences from the female guests. These people literally have different places for men and women to be following a death. In this way, men and women are among their own sex and are in a position to be healed by their same-sex community members. It also honors the difference in grieving styles between men and women by allowing the opportunity for each to be near those who grieve as they do.

Tribal people have found a box in which to put grief. That box is ritual. The ritual that is used is both a container for the effects of grief and a norm that shows people the way to grieve. It can be any number of activities. For women the ritual many times is related to sharing their pain with each other, crying or keening. Men, on the other hand, usually have a ritual that includes some sort of action—singing sacred songs, drumming, dancing, tree wounding, etc. When Rosenblatt examined grief in 87 different cultures, he did not find a single culture in which men expressed tears more than women. In nine of the cultures studied the men didn’t cry at all, and in most of the cases studied the men cried less than the women.24 This points to a significant difference among men and women: men don’t use tears as much as women when dealing with their grief. This finding is not limited to western cultures, as many of the cultures Rosenblatt studied were tribal people who still maintained their grief rituals from their cultural heritage. From this we can see that even in cultures where there is an adequate container for grief the men tend to use tears less often than women. This finding seems to verify the research, regarding a man’s decreased levels of prolactin and the increased difficulty for men to access their tears.

What we find when we examine the cross-cultural literature is that men many times have active rituals that help them move into their grief. There is a tribe in Africa where the men literally face the women who are crying and keening in order to get into the mood of grief. They use this activity of watching the women to bring forth their own sense of loss. Even these tribal men with the luxury of intricate and beautiful grief rituals acknowledge that it is not an easy task for them to move into their feeling state. By their actions of facing the women they do something that puts them closer to their own grief.

Drumming

Another active ritual used around the world is that of drumming. The men of the Yoruba in Africa use drumming as an active means to deal with their grief.25 They have a variety of rhythms for different parts of the funeral service; a rhythm for washing the body, a rhythm for lowering the body into the grave, etc. After the death of a chief the men start playing a specific monotonous grief rhythm over and over. This rhythm is played continuously for three days. The men of the tribe are responsible for keeping the rhythm going and do not allow it to stop. They drum day and night, sleeping in shifts and then drumming for long periods. It is through this ritual, and many others, that the men have something to do after the death, and this activity helps them engage feelings of grief. The rhythm signals to the tribe that a state of mourning exists and is a constant reminder of the loss to the community.

Externalization of Pain

Another aspect of active ritual is the externalization of pain. This is accomplished in a great variety of ways, from lacerating the body, scratching oneself until the blood flows, knocking out a tooth, or even cutting off a finger. Anthropologists tell us the reasons for these mutilations are related to a number of factors encompassed in their world view, including rendering the ghost of the deceased harmless, convincing the soul of the dead of the sincerity of the grief, establishing a corporal union between the living and the dead, strengthening the departed, as an offering, or purification. A few anthropologists have seen the core of these actions: they are outward acts that express inner states. By wounding the body in some way, the inner pain has an outer parallel. This is similar to Jaque who wounded a tree as a symbol; it is just that these people are wounding themselves. As their wounds heal, they will have an outer symbol for the healing of their inner wounds. They will also have physical scars to remind them for some time of the loss that occurred. One Australian tribe has a name for grief that literally translated means “bad guts.” That is probably the best description of grief I have ever heard. The mutilations cut away at the “bad guts” and let them flow. There is a ritual among the Aborigines where the blood that is dripping from the mutilated griever is allowed to drip onto the corpse, apparently in an effort to merge the living and the dead and to strengthen the dead person. I am certainly not suggesting that we adopt these rituals as a means to facilitate our own grief. However, they are honest and effective means that these people have found to externalize their pain and “bad guts.”

Let’s turn now to looking in more detail at the way a particular tribal culture deals with grief. We can examine closely the grief rituals and the mechanisms that the men use in dealing with their grief.

The Yolngu

 

Our first example is an Aborigine people of Australia, the Yolngu.26 The men of this tribe begin to work with their grief before a death occurs. As a person becomes seriously ill, the men respond by singing sacred songs. Groups of men gather around the bedside of the ailing person and sing the sacred songs of the tribe. This is not a “let’s sing a song and go” routine. The men will sing continuously as the person lies ill. The purpose of the songs is to comfort the dying person, to keep him alert, to insure that the person will die in the right “Manikay” (sacred song cycle), to alert the ancestors that this person is coming to them, and to insure that his soul will be oriented towards its “home” after death. As the men do this, the women of the tribe are responsible for the care of the sick person and feeding the men who are singing. If there is consensus that the person is dying, the women will also cry or keen along with the songs. This crying or keening by the women is called “ngathi.” Both the crying and keening and the songs by the men are accompanied by traditional Aborigine instruments, the clapsticks and the didgeridoo. Sometimes the ailing person recovers, and if this happens the singers disperse and life goes on. If death occurs, quiet covers the camp, uncharacteristic of the usual hustle and bustle.

At the ritual announcement of the death, which is made by a man, the women of the tribe keen and wail and throw themselves to the ground. At times they will strike themselves with sharp objects. It is expected that the men of the community will restrain the women from seriously injuring themselves. The men step forward and pull the weapons from the women’s hands and throw them out of reach. The women usually respond to this by ceasing their attempts at self-injury. This action of protecting the women is seen as a sign of protection for the grievers, and a show of community support for those who are most affected by the death. It is an action that men can take that is both protecting their loved ones and an indication of their own grief.

The men of the tribe will also keen at times, particularly if the dead person was a close relative, but the more common emotional expression of the men is venting anger by dancing. It is said that the men will dance in an “energetic and violent” manner that signifies hostility. According to Rosenblatt, this expression of hostility directed outward is a common masculine activity following a death. Many times a man’s anger will open the door into his other feelings of grief.27

Tribal Ritual in the 20th Century

The Yolngu people are in many ways between two worlds. Although they have maintained many of their rituals, they also live in the midst of twentieth century technology. If a member of their tribe has died in the nearby hospital, the body is retrieved in ritual fashion. The community goes to the hospital and obtains the body, then forms a “slow, emotional, and ritualized” procession back to their camp. The body, moved with accompanying dancing and singing, is taken to a shelter where it will lie until burial. It is said that even the cars take part in the ritual, slowing, stopping, starting, and reversing as they mimic the movements of the dancers.

The coffin of the dead person is painted with sacred symbols by the initiated men of the Yolngu. These symbols are secret and are not allowed to be viewed by women and children. The purpose of the sacred symbols is to mediate between the soul of the dead person and the ancestors who will help this newly born soul along his way. Prior to the use of coffins, the Yolngu men would paint the body of the deceased with red ochre and then paint on the sacred symbols.

Singing the Grief

Throughout the days of the ceremonies grief is openly expressed, many times through song. These songs communicate many things: a wish for the return of the dead person, memories of the events in the life of the one who died, and the hope of a safe passageway for the soul to the ancestors. The men often will be singing day and night, and will sleep in shifts as the songs continue. The singing of songs by the men is an important part of the funeral service. They are accompanied by the dancing of the women who enact the stories that the songs are depicting.

The grief that is felt and expressed at the funeral ceremonies can continue for some time. It is said that late at night after the day is done and the tasks of the community are completed, you can sometimes hear the keening of a solitary mourner. The sound is heard throughout the quiet of the community and is accepted as a reminder of the pain and grief that the mourner still feels.

The men are responsible for the ritual activities of their community, and in many ways become like stage managers or directors, making the ritual preparations, rehearsing the songs, and making sure the process runs smoothly. The Yolngu men are active in working with their grief, with very specific activities assigned to them. These activities of singing, dancing, and directing the rituals give the men a framework in which their feelings can emerge and be honored and acknowledged. The women are also busy in keening, crying, dancing, caring for the children, and feeding the men. The men and women of this tribe have very specific roles to play, and both support each other through the difficult period of grief.

The Dagura People

 

We now turn to another example of indigenous grief rituals, that of the Dagura people of Africa.28 When a death occurs the women of the village begin to grieve. Their grief is somewhat muted, however, until the men have ritually announced the death. This announcement cannot occur until the men have created a “sacred space” for the grief of the village to emerge, and no man is allowed to show signs of grief until after this ritual space has been created. This is done by invoking the aid of the spirits through a private ritual performed only by the men. The invoking of the spirits is partly designed to elicit enough grief from the mourners to allow the dead person to move into the world of the ancestors. The Dagura believe that the soul’s journey into the next world is dependent in some ways upon the grief expressed by the mourners. Without adequate grief, the soul is thought to be stuck on this plane of existence and unable to leave the world. They have thus connected their grief with a purpose, that being the birth of the soul of the newly dead. The creation of ritual space, a safe container for the expression of grief, is seen as essential to the birthing of the spirit of the person who died. A part of this creation of sacred space involves throwing ashes around the house of the deceased and the ritual preparation of an actual physical space for the grief ritual. The announcement states that there has been a death, the ritual space is ready, and it is now time to grieve.

The Dagura Grief Ritual

The grief ritual itself is complex and beautiful. The grieving space is divided into different sections. The body of the dead person is dressed ceremonially and seated on a stool in the section called the “shrine.” Two women elders are seated next to the body and are charged with the duty to collect the grief that is being expressed and to “load it on” to the dead person to help him or her in the journey toward the ancestors. The shrine is colorfully decorated and contains some of the important possessions of the dead person. There is a boundary around the shrine which symbolically marks the separation between the living and the dead, and outside of the two women tending to the body, no one is allowed to enter the shrine, for to do so would mean entering the realm of the dead.

Between the shrine and the mourners is an empty space that represents chaos. Within this space people are allowed to express any form of grief they want, as long as it is related to their feelings about the death. Crying, dancing, or any expression of emotion is accepted and expected to take place within this space. There are people who are designated as “containers.” These people are often relatives who have come from afar. Their job is to insure the safety of the space for the grievers, making sure that no harm comes to those who are actively grieving. The Dagura believe in releasing grief with all its intensity, but they have also developed a system in which the intensity does not exceed the capacity of the mourners. It is like a system of checks and balances. The containers follow the grievers as they mourn and if they stray out of the ritual space, will gently tap them on the shoulder to remind them to come back into the contained space.

On one side of the shrine are the men of the village and on the other side are the women. Each group consists of mourners and containers. The mourners are further divided by the “kotuosob,” a small piece of rope tied around the wrist of the griever. The rope designates a person who was particularly close to the deceased, perhaps a family member. This marking alerts all the participants that someone who is wearing the “kotuosob” is what they call a “center of the heat” person, that is, a person who is more likely to be in danger of “grieving himself to death.” The Dagura see grief as food for the psyche, necessary to maintain a healthy psychological balance. But they also see its danger—too much grief and a person will “lose their center” and, they believe, can grieve to death. Thus the Dagura designate specific containers to follow closely behind the tagged person and do exactly as they do, including dancing, jumping to the beat of the drum, or pounding the ground. Sometimes when a tagged griever is experiencing a great deal of grief, a group of containers and mourners will form a line behind him or her with each person in the line doing the same action as the primary griever. It is understood that this transmits the feeling of the primary griever into all of those down the line. This type of process is viewed as a form of silent and physical support to the person who is grieving. It is important to point out that among the Dagura the healing of grief is gender specific. That is, no woman will approach a man in trying to help him with his grief, and no man would do the same for a woman. They believe that it takes a man to help release and heal the grief of another man, and a woman to reflect the grief of a woman.

Music

Music plays an integral part of the ritual. The ceremony is accompanied by xylophones and drums and two singers. The xylophones are divided into male and female. The male xylophone follows the mood of the singers and the female xylophone accompanies the male xylophone with a redundant set of notes. The singers are charged with the responsibility of singing (chanting) the life of the dead person. They sing the joy and sorrow of the family history and the events which led up to the death. This spontaneous singing is done in order to emphasize and direct the grief of the community.

Everyone in the community is expected to take part in this ritual. It is held as a solemn responsibility. Anyone who happens to be near the village during the ritual is expected to participate. It is as if death stops life for a while, all other activities coming to a halt. In the words of one singer, “We are trapped in a world in which we are not in control because of the mighty power of death.”

In the Yolngu and Dagura cultures, and in others around the world, grief is vented at the funeral in a very intensive fashion. The rituals of both last about three full days. During that time grief is given all the attention of the community, and it flows and flows. It should also be noted that in both cultures the support for a person’s grief does not stop after the funeral. Most indigenous people have post- funeral rituals that provide further opportunity to express grief. Rituals are practiced throughout the year, often marking important dates such as the one-year anniversary of the death. The community expects the grief to continue for some time, and in both the Yolngu and Dagura cultures grief can be released after the funeral and at the next funeral, if need be. This can be compared with our own culture where there is usually very little expression of grief during the funeral services, and few, if any, culturally-endorsed occasions for expressing grief thereafter.

Both the Yolngu and Dagura examples begin to give us an idea of how our culture lacks sufficient contained space to process the emotions that follow a death. Both have woven grief into the fabric of their lives and into their world view. Both cultures have linked a person’s grief with the purpose of aiding the soul in its journey. These cultures are very explicit in providing markers of who are the grievers and actions and roles to be played. We have very little of this. Both give men specific things to do following a death, activities that help them in connecting to their grief. Among the Yolngu, men have the responsibility of singing, and with the Dagura, men are responsible for the ritual and the healing of other men.

Imagine just for a moment that the people of the Dagura and the Yolngu suddenly lost their active grief rituals. What would happen to their men and women? What would the men of the Yolngu do without their songs? In some ways this is a parallel of what is happening in our culture. We have much to learn from indigenous people about the resolution of grief. We can use this knowledge to find creative mechanisms that are right for us.


24. Rosenblatt, P.C., R.P. Walsh, and D.A. Jackson. Grief and Mourning in Cross-Cultural Perspective. 1976, H.R.A.F. Press.
25. Diallo, Yaya, and Mitchell Hall. The Healing Drum: African WisdomTeachings. Rochester, Vermont. 1989, Destiny Books.
26. Reed, Janice “A Time to Live a Time to Grieve: Patterns and Processes of Mourning Among the Yolngu of Australia.” Culture, Medicine, and Psychiatry, 3, 1979.
27. Rosenblatt.
28. Some, Malidoma. Ritual: Power, Healing and Community. Portland. 1993, Swan Raven and Company.

If you are interested in this book you can find it here.

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One of the most persistent myths in education is the idea that recess takes time away from learning.

The better way to say it is this: recess helps make learning possible.

The brain cannot sustain focused attention indefinitely. Children need a break in cognitive demand. They need contrast. They need a change in setting, activity, and pace in order to come back ready to concentrate again. That is one reason the evidence on recess remains so steady. Newer reviews find positive effects especially in behavior and classroom functioning, while finding either positive or neutral effects on academic outcomes rather than academic harm. The CDC’s current guidance likewise says recess supports students’ mental, emotional, and physical well-being.

That fits ordinary human experience.

Many of us remember exactly what recess did for us. You got outside. You ran. You played. You argued over the rules. You laughed. You blew off steam. Then you came back into the classroom feeling more alive and more ready to focus.

That was not wasted time.

That was recovery time for the brain, and practice time for life.


The Overlooked Power of Unstructured Play

This is the part too many adults miss.

Recess is not valuable only because children move their bodies. It is valuable because, at its best, it gives children unstructured play.

And unstructured play is one of the great training grounds of childhood.

In the classroom, adults set the agenda. Adults decide what matters. Adults define the rules, the timing, the task, the outcome, and the acceptable behavior. In physical education, the same thing usually happens. But during recess, children often have to organize themselves. They have to decide what to play, how to play it, who goes first, what counts as fair, what to do when someone cheats, and how to keep the game going when conflict arises.

That is not trivial.

That is where children learn to negotiate, cooperate, improvise, resolve conflict, advocate for themselves, accept limits, and sometimes lead. Reviews of unstructured play and playground play consistently describe benefits in children’s decision-making, problem-solving, emotional regulation, peer interaction, resilience, and creativity. Even when researchers note that freedom can sometimes bring more visible conflict or disruptive behavior, that is not necessarily evidence against play. It is often part of the process by which children learn how to handle themselves and one another.

In other words, recess is one of the few places left in childhood where children get to practice self-government.

They learn how to make a world with other children in it.

They learn how to form rules, bend rules, defend rules, repair ruptures, and keep a shared activity alive without adults hovering over every move.

That is deeply educational.

In some ways, it is more educational than much of what passes for education now.


Why This Matters So Much for Boys

For many boys, recess is not just pleasant. It is regulatory.

A school day built around silence, sitting, verbal restraint, and passivity fits some children far better than others. Boys who are high-energy, physically expressive, or inclined to think through movement are often treated as though they are defective learners rather than differently wired learners. Recess gives those boys something they genuinely need: a chance to move, reset, experiment, compete, collaborate, and return with a better chance of succeeding in the classroom.

The newer research does not justify saying that only boys benefit from recess, or that every boy benefits more than every girl. That would be too broad. But it does support saying that recess is especially important for many movement-oriented children, and that boys, on average, tend to be more physically active during recess. That alone should make us cautious about cutting away one of the few parts of the school day that so clearly fits the needs of many boys.

And this is where the larger cultural issue enters.

For a long time now, schools have been moving toward a model of childhood that rewards the qualities girls more often display in classroom settings: stillness, verbal compliance, behavioral neatness, and early self-containment. The more schools define those qualities as the norm, the more ordinary boy behavior gets framed as a disruption.

Then schools remove recess, narrow the outlets for movement, and act surprised when boys do worse.

That is not insight.

That is a setup.


High-Performing Systems Do Not All Worship Seat Time

One of the assumptions behind cutting recess is that more time in class must automatically mean more learning.

But that assumption has never been as obvious as administrators pretend.

Countries such as Japan, Korea, and Finland have shown that academic success does not depend on keeping children seated for as many minutes as possible. On PISA 2022, Japan and Korea both outperformed the United States across math, reading, and science, while Finland outperformed the United States in math and science. In some of these countries, children may get as much as fifteen minutes of recess for every hour of instruction. That does not prove recess alone explains their success. Many factors shape educational outcomes. But it does call into question a deeply held assumption—that the way to improve learning is to take movement, play, and reset time away from children.

The deeper point is not that America should copy another country mechanically.

It is that high-performing systems do not all treat children as if the road to excellence is endless confinement.

Some of them appear to understand a truth we have forgotten: children need rhythm. They need intensity and release. Focus and reset. Work and play.


The Case for Recess Is Stronger Than It Looks

One reason recess has been easy to cut is that adults often think of it as optional. It sounds soft. It sounds unserious. It sounds like something schools can sacrifice in the name of rigor.

But the evidence does not point that way.

Recent reviews continue to find benefits in behavior, social functioning, physical activity, and well-being, with either positive or neutral effects on academics. The American Academy of Pediatrics’ policy on recess was reaffirmed in 2023, and it argues that recess should be considered a necessary break in the school day for optimizing a child’s social, emotional, physical, and cognitive development—not something to be withheld for punishment or extra academic drills. CDC guidance likewise continues to support recess and points schools toward evidence-based strategies rather than retreat from it.

That is worth pausing over.

The mainstream evidence base is not saying, “Recess is a luxury, but maybe a nice one.”

It is saying something much closer to this: recess supports healthy child development, improves important aspects of school functioning, and should not be casually taken away.


What We Need to Recover

We need to recover some sanity here.

Children are not improved by endless management.

They are not made healthier, wiser, or more teachable by removing one of the few parts of the day that allows them to move freely, improvise socially, and reset their minds.

And boys should not be treated as defective girls.

If a school system is built in ways that pathologize normal boyhood, then that system should be questioned. If it keeps cutting away the very things that help many boys regulate and engage, then it should not be surprised when boys disengage, resist, or fall behind.

Recess is not a distraction from education.

It is part of education.

Not because it is sentimental.

Because it is developmental.

Because it supports attention, behavior, social learning, and physical well-being.

Because unstructured play teaches things adults cannot easily teach from the front of the room.

And because one of the simplest ways to help boys in school may be to stop taking away one of the few parts of school that still makes sense to them.

Read.
Write.
Arithmetic.
And recess.

That is not a joke.

That is closer to wisdom than much of what passes for reform.

Men are good, as are you.

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March 27, 2026
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When Schools Teach Children to Dislike Boys
How healthy male traits get recoded as disruption—and how teachers may help turn classmates against playful boys



When Schools Teach Children to Dislike Boys

How healthy male traits get recoded as disruption—and how teachers may help turn classmates against playful boys

There is a painful possibility that few people want to consider.

What if many boys are not failing school?

What if school is failing boys?

Not because boys cannot learn. Not because boys are less capable. Not because boys are defective.

But because many of the traits most natural to boys are now viewed through a lens of suspicion.

Energy becomes hyperactivity.
Rough play becomes aggression.
Humor becomes immaturity.
Nonconformity becomes pathology.
Spontaneity becomes disruption.

In other words, healthy boyhood is increasingly being interpreted as a problem.

And once that happens, boys do not simply get corrected more often. They get socially downgraded. Their standing falls. Their confidence falls. Their sense of belonging falls. And, as some research suggests, adults may even help teach other children to see them negatively.

That is a very serious matter.


The deeper issue is not just schools. It is culture.

Schools do not invent these attitudes out of thin air. They reflect the broader culture. And for many years now, masculinity itself has been treated as suspect.

Male energy is often spoken of as dangerous.
Male aggression is discussed as if it has no healthy form.
Male spaces have steadily disappeared or been delegitimized.
Fatherhood has been culturally minimized.
Normal male assertiveness is frequently recast as toxicity.

When a culture repeatedly sends the message that masculinity is something to fear, schools absorb that message too.

So when boys show up as boys—active, physical, funny, impulsive, competitive, loud, resistant to passivity—they are not always seen as healthy male children in need of guidance.

Too often, they are seen as little problems to be managed.


Boys are often at a disadvantage before the lesson even begins

The research here is striking.

A broad review of teacher-student relationship studies found that teachers report more conflict with boys than with girls, and that female teachers report less closeness with boys than with girls. That means many boys are entering school environments in which they are more likely to experience friction and less likely to experience warmth. (pubmed.ncbi.nlm.nih.gov)

Another study looking at kindergarten and first grade found that girls experienced more teacher closeness than boys across both school years, while boys with disruptive behavior tended to experience more conflict with teachers than comparable girls. (sciencedirect.com)

That should have set off alarm bells.

Imagine the public reaction if the research had shown that teachers consistently felt closer to boys and more distant from girls. There would have been outrage. But when boys are the ones receiving less closeness and more conflict, the culture mostly shrugs.


The traits many teachers prefer do not sound much like boys

One older but revealing line of research found that teachers tended to prefer students who were described as rigid, conforming, orderly, dependent, passive, and acquiescent. (https://www.jstor.org/stable/20151346)

That list is worth pausing over.

Rigid.
Conforming.
Orderly.
Dependent.
Passive.
Acquiescent.

That is not a portrait of lively development. It is a portrait of easy classroom management.

And it does not sound much like the average healthy boy.

Many boys are more physically restless, more impulsive, more rough-and-tumble, less naturally compliant, and more likely to regulate themselves through movement and action. That does not make them broken. It makes them boys. But if the school environment quietly rewards passivity above vitality, then many boys will end up being treated as if their very nature is inconvenient.


The playful boys study should have changed this conversation

One of the most revealing studies on this issue looked at children identified as especially playful.

These children were not mean, antisocial, or emotionally disturbed. They were marked by five very positive qualities: physical spontaneity, social fluidity, cognitive spontaneity, manifest joy, and a sense of humor. In plain language, they were energetic, socially fluid, imaginative, enthusiastic kids who enjoyed laughing and could take a joke. (frontiersin.org)

And here is what makes the findings so important: other children generally liked these playful kids. They were seen as popular. They were preferred playmates. Their peers did not initially experience them as disruptive or problematic. (frontiersin.org)

There were also equal numbers of playful girls and playful boys.

That matters.

It means the later negative reaction cannot simply be explained by “playfulness” alone. There were playful girls too.

But the teachers did not respond to the boys and girls in the same way.

The playful boys were the ones increasingly seen as disruptive. The playful boys were the ones who acquired the “class clown” label. The playful girls did not receive the same negative response, even though they were equally playful. (frontiersin.org)

That is one of the most important parts of this research because it makes the double standard harder to deny.

The issue was not merely playful behavior.

The issue was playful boys.


The word the researchers used was “antipathy”

The researchers did not use mild language.

They wrote that “one of the most significant discoveries of the study was the antipathy held by teachers for playful boys from the earliest primary grade.” (frontiersin.org)

Antipathy means a deep-seated dislike or aversion.

That is a stunning word to find in research about young boys who were characterized by joy, humor, spontaneity, imagination, and social vitality.

Other children liked them.

The ​teachers often did not.

That should trouble anyone who cares about children.

Because once an adult repeatedly communicates irritation, contempt, or aversion toward a child, the issue is no longer simple discipline. The adult is helping define that child socially. The child begins to feel it. Other children begin to absorb it. A reputation forms. A role gets assigned.

This boy is fun.
This boy is too much.
This boy is a nuisance.
This boy is the problem.

That is how shame begins.


What happened by third grade is chilling

The most disturbing finding came next.

In first and second grade, the playful children were still generally seen positively by their peers. But by third grade, the playful boys experienced a dramatic reversal. The children began drawing a sharp distinction between playful boys and playful girls, and the playful boys came to be seen as the least preferred playmates and as having the lowest social status.

Think about how serious that is.

These boys had not suddenly become cruel.

They had not become dangerous.

They had not changed into bad children.

What changed was the way they were being seen.

And the researchers strongly suspected that teachers had helped cause that shift, directly and indirectly shaping both the boys’ self-perceptions and the perceptions of their classmates.

That means an adult’s bias may have helped take boys who were initially popular and turn them into social liabilities.

That is not a minor classroom issue.

That is the manufacturing of rejection.


This starts to look like relational aggression against boys

I have spent decades as a therapist, and emotionally abusive systems often work in a very particular way: they turn people against one another. They poison perceptions. They shape alliances. They quietly designate one person as the problem and then let the group do the rest.

When I read this research, I see something disturbingly similar.

Teachers do not have to announce their bias openly for children to absorb it. Children are exquisitely sensitive to adult cues. They notice who gets warmth, who gets annoyance, who gets repeated correction, ​who gets eye rolls, who gets labeled, who gets the benefit of the doubt, and who does not.

Over time, children learn how to rank each other accordingly.

So when a teacher repeatedly treats playful boys as irritating or disruptive, the other children are not blind to that. They learn from it. They internalize it. And in this case, they appear to have acted on it.

That is why this is so serious.

The boys were not merely disciplined.

They were socially reclassified.


Boys are too often being judged as defective girls

This is, in many ways, the heart of the problem.

Boys are often measured against a behavioral ideal that fits girls more comfortably, and then penalized when they do not match it.

Need for movement? Problem.
Need for rough play? Problem.
Less verbal style? Problem.
High energy? Problem.
Resistance to passive conformity? Problem.
Humor under pressure? Problem.

At some point we have to ask a basic question:

What if many boys being labeled are not disordered at all?

What if they are simply boys in an environment that has become increasingly unfriendly to boyhood?

That does not mean boys need no discipline. Of course they do. Boys need guidance, structure, accountability, and mentoring. They need adults who can shape their energy, not shame it.

But shaping is not the same as pathologizing.

And guidance is not the same as contempt.


Many men remember exactly when this began

I suspect many men reading this will recognize something here.

They can remember the moment when their energy stopped being seen as vitality and started being seen as trouble.

They can remember the feeling that the girls were “right” and they were “wrong.”

They can remember being funny one year and “disruptive” the next.

They can remember realizing that being a boy felt, somehow, politically incorrect.

A great many boys were not crushed by open cruelty.

They were crushed by chronic misreading.

And that may be one of the most damaging things schools do.

Because once a boy starts to believe that his natural way of being is unwelcome, he often begins to pull back from school, from learning, and sometimes even from himself.


We should stop asking what is wrong with boys and start asking what is wrong with the lens through which we view them

The real issue here is not whether boys need to grow up well. Of course they do.

The real issue is whether adults can still recognize healthy masculinity when they see it.

Can they recognize exuberance without calling it pathology?
Can they recognize roughness without calling it danger?
Can they recognize humor without calling it deviance?
Can they recognize a playful boy without turning him into a problem?

Until we can do that, boys will continue to pay the price for adult confusion.

And many already have.



Research

Barnett, L. A. (2018). The Education of Playful Boys: Class Clowns in the Classroom. This is the playful boys study, including the findings on teacher antipathy, the different treatment of playful boys and playful girls, and the reversal in peer attitudes by third grade. (frontiersin.org)

Spilt, J. L., Koomen, H. M. Y., & Jak, S. (2012). Are boys better off with male and girls with female teachers? This review found that teachers report more conflict with boys, and that female teachers report less closeness with boys than girls. (pubmed.ncbi.nlm.nih.gov)

Horn, E. P., et al. (2021). Trajectories of teacher-child relationships across kindergarten and first grade. This study found girls experienced more closeness with teachers than boys across both school years. (sciencedirect.com)

Schlosser, L. (1980). Sex, Behavior, and Teacher Expectancies. This cites the teacher-preference traits: rigid, conforming, orderly, dependent, passive, and acquiescent. (jstor.org)

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March 19, 2026
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Father Exclusion: The Invisible Injustice

A note before the article:
Nick O’Hara has written something deeply painful, deeply human, and deeply important.

His essay is not simply the story of one father’s heartbreak. It is also a window into a much larger injustice that far too few people are willing to see, much less name. We hear constant discussion about “absent fathers,” but almost no discussion of fathers who are absent against their will—fathers who love their children, fight for them, and are still pushed out by systems that seem unable, or unwilling, to protect the father-child bond.

That is what makes this piece so powerful. Nick is writing from the raw center of his own experience, but he is also giving language to a reality that many men live in silence. His story is heartbreaking, but it is not merely personal. It raises urgent questions about parental equality, about the invisibility of fathers in family law and public discourse, and about the cost children pay when a loving parent is treated as expendable.

I am sharing this excerpt because I believe his voice deserves to be heard. The full piece is considerably longer, and I hope you will follow the link at the end to read the rest on Nick’s site and help bring more attention to his work.

If we are serious about justice, compassion, and the well-being of children, we must be willing to look at realities that make people uncomfortable. This is one of them.




Father Exclusion: The Invisible Injustice

The search for my abducted child reveals a wider silence on parental inequality

Nick O’Hara

Mar 02, 2026

 
My son in December 2021, the last time I saw him. He was abducted in June 2023, disappearing somewhere in the USA

Your children are not your children

They are the sons and daughters of Life’s longing for itself

They come through you but not from you,

And though they are with you yet they belong not to you

– Kahlil Gibran, The Prophet


My son and I are strangers. He turns seven soon and I’ve never celebrated his birthday with him. I have never read him a bedtime story. I don’t know if he is safe. I don’t even know if he is alive. I am a father needlessly separated from my child, and society makes me invisible. After years of holding my tongue and getting nowhere, I feel compelled to convey what it is like to be completely excluded from your child’s life in a culture that leaves virtually no space for fathers in my position.

We often hear about absent fathers, but rarely about those who are absent against their will: men erased from their children’s lives without justification. I call this “father exclusion”. It’s a term I have coined because I can’t find any official language or descriptor for fathers in my position. Despite impacting many families, it barely registers in our public discourse. No data seems to be collected on father exclusion. No politicians seem interested in addressing it. No one even names the problem.

Father exclusion is not a fringe issue. It is extremely harmful to families and society; a systemic failure so pervasive it becomes invisible. We talk a great deal about irresponsible fathers, but what about those of us fighting with everything we have to be in our children’s lives, only to be systematically shut out? This silence is institutional, cultural and statistical. It has consequences: for children, for fathers like me, for our understanding of parenthood itself.

One goal in sharing my story is to advance a rationale argument in favour of gender equality in parenting, guided by the humanist case for balanced parental rights.

Western culture’s current obsession with “toxic masculinity” prefers to cast men as villains, leaving no room to acknowledge that fathers can be victims of discrimination, or that many are unjustifiably pushed out of their children’s lives. Many people take offence at the suggestion that father absence is detrimental to our children, despite the evidence that it is. So, any attempt to raise fathers’ rights is met with discomfort, defensiveness or even aggression: if it is acknowledged at all. For the main part, it is met with silence.

I know this silence intimately. It helps prevent my son from knowing my love.

When he drew his first breath in Brooklyn seven years ago, I was thousands of miles away in the United Kingdom, unaware of his arrival because his mother had cut off contact with me. What began as a conventional path to fatherhood – ultrasounds, excited plans of being present at the birth – unravelled into a nightmare. Every attempt since then to be part of my son’s life has been blocked, defied or ignored by his mother, enabled by systems that treat paternal bonds as optional, granted or withheld at the mother’s discretion.

I later discovered that my estranged wife had given our son different names to those we’d agreed upon. She omitted my name from his birth certificate and provided a false address to give the impression that she lived in New York; presumably in order to align with her falsified Medicaid forms. In fact, she is a citizen of Trinidad and Tobago and lives there with her two older children, whose father she also denies access.

Or at least, they did live in Trinidad. Almost three years ago, my son was abducted by his mother. To evade the increasing scrutiny of Trinidad and Tobago’s Family Court and Children’s Authority, she disappeared with all three children and is hiding somewhere in America. I do not know if they are safe, in good health or whether they attend school.


When I met my ex, in our initial interactions, she told me her first husband had abused her and their children, claiming serious offences. I felt sympathy and wanted to help. She said she reported each incident to the police, to create a record. Though to what end, I couldn’t figure out: she never wanted to take legal action, only to have a record of complaints.

Her story became increasingly inconsistent and I started noticing contradictions that grew more absurd. When I questioned her, she sometimes responded by suggesting that I was paranoid, other times she insisted I was losing my memory. It was only later that I recognised this as gaslighting.

While married and briefly living in Trinidad, it began to feel that she had only wanted me there so that I could support her and the kids while she continued not to work at all. However, tightening immigration restrictions meant that I couldn’t get a work permit and the strain on our relationship grew. Pregnant with our son, she cut off communication when I returned to the UK to work.

Since then, I’ve been trapped in a nightmare. Parenthood has been an illusory half-reality: I am legally a father but have never been allowed to be one. Despite my indefatigable efforts, I have met my son just twice; his mother has blocked all other access in defiance of multiple court orders. I could detail here a long list of her heartbreaking breaches, but nobody would want to read it.

Life as an excluded father is utterly lonely. I feel cast adrift, like an inconvenience nobody cares about.

With court proceedings stalled by my ex’s disappearance, I have spent two years pursuing an application under the Hague Convention on International Child Abduction. I receive email updates mentioning INTERPOL and U.S. authorities’ efforts to locate my son. The situation is surreal. There are days when it feels less like my life and more like a documentary film that I never agreed to star in. I have needed to write about it to help me survive it, to produce a memoir I might someday share to help others enduring similar ordeals.

My story is highly personal; the international dimension somewhat unusual. However, my general experience is not unique. It reflects a deeper truth: we simply do not value fatherhood highly enough. We are far more comfortable accusing men of abandonment than confronting how and why institutions push them out.

It needn’t be this way. We can acknowledge this systemic exclusion while rejecting the false binary that caring about fathers must come at the expense of mothers. Justice does not require us to diminish one parent in order to elevate the other. Instead, recognising and supporting the vital roles of both mothers and fathers, on equal terms, is how we can best serve the interests of our children. Persistently favouring one parent over the other – as we currently do – undermines not only parental equality, but the well-being of children and the moral coherence of society.

My son was abducted and taken to the U.S. in breach of a court order prohibiting his removal from Trinidad and Tobago. Like the others, the order proved meaningless. Indeed, every directive issued by the court has been breached or ignored by my ex without consequence.

My ex is legally aided, so there is no financial deterrent to obstruction. Three different legal aid-appointed attorneys withdrew their representation of her after realising she was misleading the court. None of this resulted in sanctions; just stronger orders that my ex ignores. She has, effectively, been able to act with impunity.

She has also prevented my son’s siblings – my stepchildren – from seeing their own father since they were infants. Unwittingly, the children’s experience contributes to the often-racist stereotype of Caribbean father absenteeism. But their respective fathers are not absent: we are excluded.

 
My son’s older siblings (and my stepchildren) in Trinidad, 2018. I haven’t seen them in many years, they will look so different now

Despite being represented by one of Trinidad and Tobago’s leading family lawyers (who sadly passed away suddenly last summer), I have felt utterly powerless. Court interventions have been too slow, enforcement mechanisms too weak or non-existent. In the initial years of my matter, the institutional indifference was astonishing. Even evidence of my ex preventing her older children from seeing their father – a relevant pattern of behaviour, one would think – could not be considered, due to family court evidentiary rules. Eventually the authorities did seem to realise what they were dealing with. But by then it was too late, my ex had disappeared with my son.

In fairness, the judge’s hands are tied by inadequate enforcement powers. The court knows that my son is being deliberately repelled from access to his father, without justification. It just isn’t able to actually do much about it. The system appears designed to make fathers give up.

With the disappearance, my attorney advised me to pursue the Hague Convention process. At first, it seemed promising: we received confirmation that my son had been taken to America. He was even, seemingly, located by U.S. authorities, only to vanish again. With the Hague application drawing blanks and family court proceedings stalled, I find myself back where I began. I am sharing my story in the hope that someone, somehow, might help locate my child.

 
Meeting my son for the first time in Trinidad, March 2020

Please share this essay with anyone who might be able to help me locate my child

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The wider narrative of absentee fathers is well-known, but how accurate is it? In the United States, more than one in four children live without a father in the home. This is also the generally accepted proportion for the UK, though my own crude maths suggests that it could be higher, with nearly 40 percent of households with dependent children being single-parent families (3.2 million out of the 8.2 million total). Data from the Office for National Statistics show 85 percent of those are headed by mothers (child custody data reporting has it higher, at 89 percent). Statistics for Trinidad and Tobago are harder to obtain, but anyone will tell you the situation is likely similar to the U.S. and UK.

How many of these fathers are missing by choice versus how many, like me, are deliberately excluded? We don’t know the answer, because – and this is a point worth emphasising – nobody publishes that data. There is no government task force. No politicians introducing parental equality legislation. No newspaper headlines.

It’s easier to frame us as absent, easier to perpetuate the ‘irresponsible father’ trope than confront the reality of father exclusion. Doing so would entail acknowledging that men face systemic discrimination in family courts and are relegated to second-class parental status. It’s easier for society not to care.

 
My son in Trinidad, December 2021, on the second of just two 90-minute visits with me that his mother actually brought him to

For the sake of our children, we should care. Active father engagement results in improved child outcomes. In 2016 the UK Department for Work and Pensions hosted a Father Engagement Seminar, which concluded that children with highly involved fathers have greater self-esteem, perform better at school and have fewer behavioural problems.

Conversely, growing up fatherless is highly detrimental to children and society. Children from fatherless homes are exponentially more likely to run away, die from suicide, suffer with substance abuse, become teenage mothers, have behavioural disorders, be sent to prison ... the list goes on. The fact that we have to go back a decade to find such a level of attention (in the UK) to the issue tells its own story.

When I share this information, people often react defensively. One American acquaintance, raised by a single parent, accused me of “blaming single mothers” before I could explain that I, too, grew up in single-parent households (with both my mother and father at different points), and that I was not making a political argument. But I had offended his sensibilities; he wasn’t prepared to even momentarily consider an alternative perspective.

What puzzles me is why acknowledging evidence of poorer average outcomes for children in father-absent homes is so often treated as a moral judgment rather than an empirical observation. Recognising such patterns need not imply blame, nor does it diminish the efforts or sacrifices of single parents. If child welfare is a genuine priority, we should be able to discuss uncomfortable data openly and with nuance, even when it complicates prevailing narratives.

 
Colouring with crayons, Trinidad, December 2021

Being an excluded father feels like living in exile. Some people are sympathetic, but not overly concerned. There is no language for your grief, no place for your story. Father exclusion does not fit into any fashionable social movement. Indeed, it’s allowed to slip through the cracks because it contradicts prevailing assumptions about gender, victimhood and power. Refusal to acknowledge this issue reflects a cultural and legal bias that renders fathers morally disposable.

Link to the full article  Scroll down and look for the above image to continue reading.

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