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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
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

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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May 04, 2026
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Don't Take The Bait
Understanding the Animus—and What Men Can Do About It

 

 

 


There’s an idea from Carl Jung that has largely disappeared from modern conversation, but once you see it, you begin to recognize it everywhere.

He called it the animus.

In simple terms, the animus is the inner masculine side of a woman’s psyche. Just as men have an inner feminine (anima), women have an inner masculine. But that simple definition doesn’t go far enough, because the animus doesn’t just sit quietly in the background. At times, it can take over.



What the Animus Looks Like in Real Life

Jungian writers like Emma Jung and Marie-Louise von Franz described this very clearly. When the animus is active, it tends to speak in opinions that feel like absolute truth—not reflections, not curiosity, not a back-and-forth, but conclusions delivered with certainty.

Most men have experienced this moment, even if they didn’t have a name for it. You’re in a conversation, and suddenly you’re no longer being heard. Your words don’t land. The tone becomes sharp, certain, even prosecutorial. You are no longer an individual—you are “men.” And perhaps most telling: it doesn’t feel like her.

That’s the moment.



A Simple Tip-Off: Listen for “Should”

One of the clearest signals I’ve found is a small word that shows up again and again: “should.”

“You should know better.”
“Men should…”
“You shouldn’t feel that way.”

“Should” often signals that the conversation has shifted from what is happening to what must be true—from reality to judgment, from relationship to prosecution. It’s not that the word itself is bad, but when it shows up with certainty and heat, it often marks the moment when you are no longer in a discussion—you’re in something else.



Not Every Argument Is the Animus

This matters. Not every disagreement is an animus moment. Two adults can argue, disagree, challenge each other, and even get emotional while still being in a real conversation. That’s not what we’re talking about here.

A real argument still allows for movement. Animus possession does not.

So these strategies are not for normal discussions. They’re for those moments when nothing lands, everything is certain, and you can feel the shift.



The Bait

The animus, much like relational aggression, offers something very specific: it offers bait. The bait is emotional, and the hook is reactivity. If you take it—even for a moment—you’ve already lost, because now the conversation is no longer about what happened. It’s about how you reacted.



What Works Instead

Over time, I’ve seen something else work. Not perfectly, not always, but often enough to matter. When a man can stay calm, clear, and grounded while simply stating the truth, something changes.

Not immediately. In fact, the attack often continues in the moment. But without a counterattack, the conflict has nowhere to go but inward.



What This Sounds Like

Staying grounded doesn’t mean staying silent. It means speaking clearly—without heat, without defensiveness, and without trying to win.

For example:

“I care about you, but I’m not going to accept being spoken to as if I’m the enemy.”

“I’m willing to talk about what happened. I’m not willing to stand here as a symbol for all men.”

“I hear that you’re upset. I don’t agree with how you’re describing me.”

“I’m open to this conversation—but not in this tone.”

“I don’t think more arguing is going to help us right now.”

“I’m going to step away for a bit. I’m open to talking when we can both speak to each other as people.”

These responses don’t escalate, don’t submit, and don’t take the bait. They simply hold reality steady.



The “Next Day” Effect

I’ve seen this pattern many times. When I don’t take the bait—when I stay steady and speak plainly without heat—the moment doesn’t resolve right away. But later, something shifts.

Sometimes hours later. Sometimes the next day.

The woman comes back—not because I won the argument, but because I didn’t give the argument anything to grow on. Without escalation, she’s left with something different: she has to sit with what happened. And when there is maturity, that can lead to reflection.



But This Only Works With Maturity

This is important. This approach is not a universal solution. There are women who, in the heat of the moment, lose themselves and later come back, and there are women who never come back.

You need to know the difference.

If there is no reflection, no softening, and no awareness afterward, then you are not dealing with a moment—you are dealing with a pattern. And continuing to offer calmness into that pattern does not fix it. It sustains it.



This Takes Practice

None of this is easy. In the moment, your body is activated, your instincts are to defend or counterattack, and the pressure to respond is real. Staying calm and clear under those conditions is a skill, and like any skill, it takes practice.

You won’t do it perfectly. You’ll take the bait sometimes. Everyone does. But over time, you begin to recognize the moment sooner—and respond differently.



Calm Is Not Weakness

One of the challenges today is that this kind of steadiness is often misunderstood. Calmness is labeled as avoidance, logic as cold, and non-reactivity as disengagement. But those labels often miss something essential:

There is a difference between withdrawal and discipline.

I saw this growing up. Men who could sit with intensity, listen without collapsing, and respond without heat. They didn’t always fix things in the moment, but they didn’t make them worse either—and that mattered more than we realized.

As a man, you likely have strengths in logic, calmness, and clarity. These natural masculine qualities have been steadily undermined and, at times, openly shamed by feminists and modern cultural currents. Don’t give them up—use them.



The Real Skill

The real skill is not dominance, and it’s not submission. It’s something far more difficult: clarity without reactivity.

Because clarity doesn’t escalate, and reactivity is what the conflict feeds on.



The Line You Don’t Cross

This is not about becoming endlessly patient. It’s not about absorbing attack indefinitely. At some point, a man has to recognize:

If my steadiness is never met with awareness—only more attack—then I am no longer helping the relationship.

That’s where a different kind of strength is required—the willingness to stop participating in a pattern that does not change.



Final Thought

You can’t force someone to see themselves clearly. But you can refuse to cloud the mirror.

And sometimes, when you do that, they come back and see it on their own.

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Read full Article
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Tucker on Fatherhood: Here's What He Forgot



Fatherhood matters.

That’s the message at the heart of Tucker Carlson’s documentary Fathers Wanted—and it’s a message worth hearing.

A man who gives his time, his energy, and his life to his children is doing something deeply meaningful. There’s no controversy there.

But as I watched the film, I kept noticing something else.

Not what it said.

But what it didn’t.

Because by the end, the story felt strangely incomplete—like watching a documentary about lung cancer that never once mentions smoking.


The framing begins immediately.

Within the first moments, we are told that young men are choosing pornography, video games, and drugs over marriage and family. The implication is clear: the problem is not just that fatherhood is declining, but that men are turning away from it—opting for comfort, distraction, and indulgence instead.

That may be true in some cases.

But starting the story this way does something important. It establishes, from the outset, that the primary driver of fatherlessness is male behavior.

Everything that follows is filtered through that lens.


The film goes on to frame fatherlessness largely as a cultural and moral failure.

Men, we’re told, are retreating. Avoiding responsibility. Choosing comfort over commitment. Losing faith. Losing purpose.

By the end, the message is unmistakable: good men step up, bad men walk away.
And if a father abandons his children, Carlson makes it clear—he deserves contempt.

That’s a powerful claim.

But it rests on a narrow frame.


Because what the film barely examines—if at all—is the system in which modern fatherhood actually exists.

There is no serious discussion of:

  • family courts

  • custody outcomes

  • child support structures

  • no-fault divorce

  • or how fathers often lose daily access to their children

These are not minor details.

They are central to understanding what happens to fathers in the real world.


In many cases, fathers do not simply walk away.

They are separated—from their children, from their role, from their identity as fathers—by processes largely outside their control. A man can go from being an everyday presence in his child’s life to being a visitor—or, in some cases, a paycheck. And yet, culturally, the outcome is often interpreted the same way:

He left.

But that is not always what happened.


There is another layer here the film only partially acknowledges. For decades, men have been broadly portrayed as:

  • oppressive

  • emotionally deficient

  • disposable

  • dangerous

  • ​toxic

These ideas have been reinforced across media, education, and public discourse—under the influence of feminist frameworks that carry a deep skepticism and contempt toward men.

At the same time, we have seen something very different happen on the other side.

Single motherhood has increasingly been framed not as a difficult circumstance to be supported and stabilized, but as something to be celebrated—even idealized. Cultural messaging often elevates the strength and independence of mothers raising children alone, while saying very little about the cost of a father’s absence.

The contrast is striking. Fathers are questioned. Their role is diminished. Their presence is treated as optional. While single motherhood is often presented as sufficient—sometimes even preferable. The result is a contradiction we rarely confront: We tell men they are not needed. We question their value. We undermine their role.

And then we ask why they hesitate to step into it.


​When structural forces are ignored, a complex social problem ​can get reduced to a simple moral failure. And when that happens, the burden of explanation—and blame—falls almost entirely on individuals.

In this case, on men.


Carlson is right about something important:

Fatherhood matters.

But if we want more fathers present in their children’s lives, we need to do more than praise the ideal We need to examine the systems that shape the reality. Because until we do, we will keep asking the same question—

Why aren’t men stepping up?

—without fully understanding what they are stepping into.

Men Are Good, as are you.

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April 27, 2026
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She Sees the Problem-But Not The Imbalance
The conflict between men and women isn’t just mutual—it’s shaped by a culture that amplifies one narrative and attacks the other.

In a recent piece for The Globe and Mail, Debra Soh takes on a topic that is long overdue for honest discussion: the growing hostility between young men and women, and the role online spaces play in fueling it.

To her credit, she does something that many commentators still avoid. She acknowledges that the problem is not confined to the so-called “manosphere.” She names the existence of a “femosphere” and recognizes that it, too, can promote distrust, manipulation, and even outright hostility toward the opposite sex.

That matters.

For years, the dominant narrative has been that toxicity flows in one direction—that men are the primary source of gender-based hostility, and women are largely reacting to it. Soh challenges that assumption. She points to polling data showing that young women, in some cases, hold more negative views of men than men do of women. She highlights the cultural double standards that allow anti-male messaging to pass with far less scrutiny than anti-female messaging.

All of this is important. And it takes a certain degree of intellectual independence to say it out loud.

But this is where her analysis stops just short of something deeper.

Soh ultimately frames the problem as a kind of mutual escalation—two sides locked in a feedback loop of resentment, each needing to step back, see the other more clearly, and abandon the worst impulses of their respective online cultures.

It’s a reasonable conclusion. It’s also incomplete.

Because it assumes that these two forces exist on roughly equal footing.

They don’t.

The hostility toward men that Soh describes is not simply emerging from fringe online communities. It is reinforced—often subtly, sometimes explicitly—by the broader culture itself. Media narratives regularly cast men as dangerous, deficient, or morally suspect. Academic frameworks frequently position men as privileged agents and women as vulnerable recipients. Institutional policies are often built on these same assumptions.

Over time, this does something powerful: it transforms a perspective into a kind of cultural default.

It begins to feel less like an opinion and more like reality.

By contrast, the hostility that emerges from the manosphere exists in a very different environment. It is not institutionally reinforced. It is challenged, criticized, and often condemned outright. Again, that does not make it accurate or healthy—but it does mean it operates under constraints that the opposing narrative largely does not.

This creates a playing field that is far from level.

One set of ideas is amplified and legitimized. The other is policed and marginalized.

And that asymmetry matters more than we often acknowledge.

Because when one narrative is embedded in institutions, it shapes not just opinions, but outcomes. It influences how boys are educated, how men are treated in courts, how male suffering is perceived—or overlooked. It becomes part of the background assumptions people carry without even realizing it.

Meanwhile, the reactive spaces that emerge in response—however flawed—are then judged as if they exist in isolation, rather than as downstream responses to an already tilted system.

This is the piece that Soh only partially touches.

She sees the hostility. She sees the polarization. She even sees that anti-male sentiment is more widespread than many are willing to admit.

But she does not fully account for the cultural forces that sustain and legitimize that sentiment.

And without that, the solution she offers—mutual correction—risks placing equal responsibility on two sides that are not equally empowered.

To be clear, none of this is an argument for excusing hostility—whether it comes from men or from women. We need to resist the pull of the worst elements on either side. Dehumanization, wherever it appears, damages everyone involved.

But understanding requires clarity.

And clarity requires us to ask not just what is happening, but where the weight of the culture rests.

Until we do that, we will continue to describe the conflict between men and women as a symmetrical breakdown in understanding—when in many ways, it is something much more lopsided than that.

Men are good, as are you.

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