Navigating Healthy Versions of Masculinity in a Trump-Musk-Zuckerberg era

While the US social climate is different to Australia, rhetoric by the likes of President Trump, Elon Musk, and Mark Zuckerberg is having a significant impact on young men and boys in our classrooms, particularly on the topic of masculinity. These three figures may be among some of the most visible and politicised, though the range of people and organisations influencing young people today is vast. The concept of ‘masculinity’ is being discussed and displayed by individuals and organisations both domestically and overseas, including podcasters, religious leaders, activists, and social media celebrities.

For young people, the messages are coming through thick and fast. Some are light-hearted, while others could have more serious impacts. The sheer volume and range of messages they receive is enough to overwhelm, confuse, and sometimes enrage. For teachers, the challenge comes with finding the balance between allowing young men and boys to freely search for and digest information they find, while also providing safe spaces for discussions around how to critically analyse that information, the research available that supports or negates that information, and what other information may exist beyond their echo chambers.

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In a student’s world, their information sources are just as likely to come from a stranger’s TikTok video as they are from their school community, either directly or indirectly. Consequently, it is critical for educators to understand that the new digital sphere of information sharing does not necessarily mean harmful versions of masculinity are designed and distributed solely by social media giants. They can come from a range of sources and people and reflect a society-wide issue.

When someone like Mark Zuckerberg says he believes companies need more "masculine energy", and a globally renowned innovator like Elon Musk declares that "DEI must die", it’s important to take a look at the bigger picture and context within which these statements are made, why they are resonating with men and boys of all ages, and our collective responsibility to support young men and boys when they are most impressionable in navigating their personal journeys with masculinity.

Rather than pointing the finger at young people who may be supportive of these statements, we need a whole-of-society approach to inviting open and non-judgemental discussions. Based on the hundreds of conversations our teams are having with male students every day, we’re hearing loud and clear that some are feeling attacked by feminist arguments, leading them to follow people representing more traditional and at-times harmful versions of masculinity. If we want this shift to harmful behaviour and beliefs to change course, it’s time to bring students into conversations from the start.

The Collective Power of Supporting Young People as Unique Individuals
There is no silver bullet to countering harmful versions of masculinity, nor can it be eliminated from classrooms and communities overnight. However, the solution is achievable if everyone gets on board.

Our corporate, political and social leaders need to stop defining what it means to be masculine, and let young men and boys define that for themselves. Just like toy manufacturers shouldn’t be telling boys whether to like pink or blue, those in power could do more damage than good by making statements that associate masculinity with aggression and other harmful behaviours.

We cannot risk further alienating or shaming young men and boys. If young men and boys are to truly embrace their own uniqueness, society needs to constructively recognise, support, and display various healthier versions of masculinity. Educators, in particular, have an opportunity to discuss and call out the value of not being limited by narrow definitions of masculinity, as well as the benefits of moving beyond stereotypical models of ‘manhood’.

Whether it’s starting a conversation in the playground, creating a safe space in the classroom to ask questions, or calling out harmful behaviour as it happens, these are all tangible actions educators can take in their day-to-day work to help students navigate healthy versions of masculinity. These actions also align with what it means to be an active bystander - i.e. disempowering harmful behaviours and mindsets by taking action and driving discussions that introduce new ways of socialising, learning, and being together in group environments.

There is no doubt teachers and principals already have their hands full with the ever-evolving curriculum, growing pressures to deliver results with limited resources, and changing expectations of students tackling conflicting messages in their digital and social circles. But young people are asking for help, and we have a responsibility to help them. With a collective, constructive, and long-term approach to dismantling outdated versions of “toxic masculinity” and redefining the parameters of what it means to be a man today, we must build more inclusive, safe, and healthy classrooms for everyone’s benefit.