This article follows on from Part 1 in this series, Restoring Healthy Masculinity in Raising Boys

The masculinity gap doesn’t only affect individual boys and families; it has broader educational and social implications. In Australian schools, educators have been grappling with a well-documented trend of boys’ underachievement relative to girls. By secondary school, Australian boys on average lag behind girls in reading and are less likely to complete Year 12. Fewer young men enroll in university compared to young women. While multiple factors contribute to this gender gap in education, the shortage of male teachers and mentors is believed to play a role. Boys often lack relatable role models in the classroom to spark their interest and keep them engaged. A growing body of research suggests that having male teachers can have a positive impact, particularly for boys who might not otherwise see education as “for them.”

A recent discussion by academics Kevin McGrath and Penny Van Bergen notes that previous rationales for needing male teachers (like simply to provide father-figures or improve boys’ grades) were too simplistic, yet compelling new arguments exist for increasing male representation in teaching. One such argument is fostering diversity in teaching styles and relationships. Male teachers, on average, may manage classroom behaviour differently or tap into boys’ interests in unique ways, not necessarily better than female teachers, but differently. For instance, some male teachers incorporate more physical movement or competitive games into learning, which can resonate with kinesthetic learners. Boys (especially those from father-absent homes) also often forge strong mentorship bonds with male teachers or coaches, feeling understood in their boyhood in a way that’s hard to quantify but frequently reported anecdotally.

Empirical evidence from Australia supports the notion that father/male involvement boosts academic outcomes. One Australian study found that father presence was correlated with better educational performance in children, and specifically that the amount of time fathers spent on educational activities with their kids was associated with greater improvements in the student’s achievement. In other words, when dads read with their kids, help with homework, or discuss school, it has a tangible benefit for the child’s learning. If a boy doesn’t have a dad available to do that, and also has no male teachers to reinforce the value of academics, he loses out on encouragement that his peers with engaged fathers might receive.

The lack of male role models in schools may also affect boys’ school connectedness and behaviour. A male teacher can sometimes reach a disengaged teenage boy in a way others can’t – perhaps by taking a personal interest in him, serving as a disciplinarian that the boy respects, or simply by shared male rapport. It’s not that female teachers cannot manage or mentor male students (they do every day), but having even a few “Sirs” in a school provides balance. Unfortunately, such balance is increasingly rare. In Australian primary schools, only ~18% of teachers are men (and as low as 15% actually leading classrooms when excluding sports staff). Secondary schools fare slightly better, but men are still barely 1 in 3 of the teacher workforce by Year 12. The decline in male teachers is so steep that one national study warned “the male teacher [could] be extinct in the next 40 years” if trends continue.

This male teacher shortage has prompted calls for action. Education experts have suggested targeted scholarships, recruitment campaigns, or even pay incentives to attract men to teaching roles, particularly in primary education. There is also discussion around improving the image and support of male teachers – addressing concerns that discourage men (for example, the fear of being viewed with suspicion, or the isolation of being the only man in a school’s faculty). These concerns highlight how cultural narratives about masculinity can have unintended side effects: while trying to guard against “toxic” males, society may have inadvertently created an environment where positive male participation in nurturing fields is discouraged. Correcting that would not only benefit the teaching profession’s diversity but ultimately help boys (and girls too, who also benefit from diverse role models).

On a societal level, the stakes are high if we fail to address the masculinity gap. We risk a generation of young men who are less educated, less emotionally healthy, and less integrated into society. The symptoms are already visible: disproportionately high male youth suicide rates (young men in Australia are far more likely to die by suicide than young women), higher rates of male youth incarceration, and a worrying rise of young men who feel alienated or angry at society. Some commentators refer to this as “the boy crisis”. Dr. Warren Farrell, in The Boy Crisis (2018), argues that a key common denominator among troubled, violent, or withdrawn young men is dad-deprivation, growing up without a strong father figure. Australian data support parts of this argument: for example, a study of adolescent boys found those with involved fathers had better mental health and were more resilient in the face of stress. Conversely, many of the boys falling through the cracks (whether in crime, extremism, or chronic unemployment) come from fractured families.

None of this is to say that masculinity itself is a magic cure-all. Rather, it is healthy masculinity, characterised by responsibility, empathy, confidence without aggression, etc. – that yields positive outcomes. Boys who experience healthy masculinity are more likely to become well-adjusted, caring men who contribute positively to society. Those who only encounter masculinity in its distorted or caricatured forms (e.g. through media glorification of violence or through personal struggles against male figures who may have been abusive or absent) may either reject masculinity entirely or embrace a harmful version of it. Neither is good for society.

Thus, from classrooms to communities, re-balancing the masculine influence in boys’ lives is not about indulging boys or propping up “patriarchy”, it’s about fostering better human development. Educator and author Steve Biddulph has long advocated for recognising that “boys and girls are different” in some developmental timelines and needs, and that one-size-fits-all approaches in education often fail boys. For instance, boys’ language skills mature later on average, so if early literacy education doesn’t accommodate that, boys can fall behind and become discouraged. Biddulph and others suggest more active learning, outdoor education, and vocational pathways can help keep boys engaged. Importantly, they emphasise the role of male mentors, whether teachers, coaches, or community members in guiding boys through critical life stages (especially adolescence).

In summary, the lack of healthy masculinity in raising boys reverberates through educational achievement, workforce participation, and civic life. Boys who underachieve in school or feel disconnected are less likely to become productive, positive contributors as adults. They might turn to anti-social behaviour or simply disengage (think of the phenomenon of the young man who stays in his bedroom playing video games, having given up on school or work, a scenario more common than one might think). If we want a society with confident, capable and compassionate men, we need to pay attention to how we are raising boys now. And that means ensuring they aren’t deprived of something as fundamental as a positive male influence.

Building Healthy Masculinity: Solutions for an Australian Context

Recognising the problem is only the first step. What can be done to address the masculinity gap and support the healthy development of boys in Australia? The good news is that a range of evidence-based, practical solutions are emerging – from grassroots mentoring programs to policy shifts – which aim to reintroduce or strengthen positive masculine influence in boys’ lives. Here we outline several key strategies:

1. Encourage Father Involvement from Day One

One of the most direct ways to ensure boys have healthy male influence is to support and educate fathers. This starts even before birth with policies and cultural attitudes that encourage fathers to be active co-parents. Australia has taken steps such as providing parental leave that can be used by fathers, but uptake remains relatively low. Normalising dads being deeply involved in childcare (from changing nappies to reading bedtime stories) helps forge strong father-son bonds from infancy. Community and health services can include fathers in parenting classes and postnatal support, rather than focusing solely on mothers.

Organisations like The Fathering Project have been championing father engagement across Australia. The Fathering Project works by creating “Dads Groups” in schools and communities, where fathers and father-figures (like step-dads, uncles, grandfathers) get together for events with their kids and share parenting tips. The mission is to “educate, connect and empower fathers and father figures across Australia to prevent long term social, emotional and cognitive difficulties” in children. Research overwhelmingly shows that when fathers are positively involved, children have better educational outcomes, higher self-esteem, and lower rates of mental health problems. By contrast, disengaged or absent fathers are linked to exactly the kinds of difficulties we’ve discussed. Thus, supporting fathers through workplace flexibility, parenting resources, and social encouragement is a crucial piece of the solution. When family breakdown does occur, efforts should be made (when safe and feasible) to keep fathers in contact with their children. Family law and court parenting arrangements that facilitate shared parenting or ample father visitation can mitigate the impact of a home without dad. Every additional hour a dad can spend guiding his son’s homework or taking him to footy practice is valuable.

Importantly, promoting father involvement also means upskilling dads to be the best parents they can. Not every father had a good role model himself, so some may struggle to know how to connect or discipline constructively. Programs and resources that coach fathers on communication, emotional support, and non-violent discipline can improve the quality of father-child relationships. For example, the Fatherhood Project and various local parenting seminars (often run by community centres or online webinars) help men build parenting confidence. When fathers are equipped and encouraged, they can truly embody healthy masculinity for their sons – showing that a man can be caring, patient, and nurturing while still providing guidance and stability.

2. Recruit and Value Male Educators

The education system is a major arena to improve male influence. Recruiting more male teachers, especially in early education and primary school could make a significant difference. Education authorities might consider targeted scholarships or loan forgiveness programs for men studying education, or campaigns that showcase teaching as a rewarding career for men. Some countries have had success with initiatives like “Teach Next” or special entry pathways to attract mid-career male professionals into teaching. Within schools, fostering a supportive environment for the minority of male teachers is key: this can include mentoring for new male teachers (so they don’t feel isolated), and clear policies that protect teachers from unfounded suspicions while ensuring child safety. As one education commentator pointed out, “the real gender diversity crisis [in schools]” is the lack of male role models in classrooms. This needs to be addressed with the same urgency that we address other diversity issues.

Beyond hiring, schools can bring in male role models through other channels. For instance, schools can host programs where fathers or local male community members volunteer in classrooms or at events (e.g. a “Dad’s reading day” or coaching a sports team). Some schools run mentorship programs pairing students with vetted male volunteers or alumni. Even inviting guest speakers – such as male professionals, artists, or civic leaders to give talks can expose students to positive examples of accomplished men who embody constructive values.

Mentoring programs are particularly promising for boys lacking fathers. Big Brothers Big Sisters of Australia, for example, matches at-risk youth (often from single-parent homes) with adult mentors. Evaluations of such programs generally find improvements in mentees’ confidence, behaviour and aspirations. Similarly, the Top Blokes Foundation in Australia delivers mentoring and education programs for boys and young men, aiming to foster positive manhood and mental wellbeing. These initiatives give boys someone to talk to, look up to, and learn from in ways they might not with female figures. As the old proverb says, “It takes a village to raise a child,” and part of that village ideally should be men who take an active interest in guiding the next generation.

3. Boy-Friendly Learning and Environments

Education systems can also adapt to boys’ needs without lowering standards or reinforcing stereotypes. Boy-friendly learning doesn’t mean installing boxing rings in classrooms; it means recognising some general tendencies (with plenty of individual variation) and leveraging them. For instance, many boys are energised by competition and physical activity. Schools can incorporate more interactive learning, team competitions in academics, and physical outlets (like recess or sports) to help boys channel energy positively. Experiential and hands-on learning (such as experiments in science, woodworking, or computer coding projects) often appeal to boys who might tune out of purely verbal or rote tasks. Vocational education options and apprenticeships in high school can provide a pathway for those who learn best by doing and these often come with built-in mentoring from experienced tradesmen. Australia’s apprenticeship programs, if expanded and promoted, can serve the dual purpose of skill-building and mentorship. An apprentice carpenter or mechanic, for example, not only learns a trade but is typically taken under the wing of older tradesmen who impart both job skills and life lessons.

Furthermore, schools should continue efforts to address the unique social and emotional needs of boys. Anti-bullying programs and social-emotional learning should be tailored to be relevant to boys (who might be less naturally inclined to open up). There are emerging workshops, like those by The Man Cave and The Men’s Project (Jesuit Social Services), which run sessions with school boys on topics like managing emotions, respecting others (especially women), and breaking down harmful gender stereotypes. What sets these programs apart is that they are often facilitated by young men who immediately earn the trust of the teen boys, creating a safe space to discuss vulnerabilities and values. The federal or state governments could consider funding such initiatives more broadly, as part of the curriculum or co-curricular activities, to ensure every school has access. Indeed, in 2023 the Australian government floated new measures to educate school-age boys on healthy masculinity and provide positive role models as a strategy to combat violence against women. This indicates a policy recognition that teaching respect and healthy manhood go hand in hand.

4. Community and Policy Initiatives Supporting Families

Finally, a macro approach is needed. Policy changes that strengthen families and reduce fatherlessness will address the root of the issue. This could include:

• Family Support Services: Ensuring single parents (majority mothers) have access to support, not only financial, but also social. For example, community centres could host “dads for kids” programs where single mums can bring their kids to interact with volunteer father figures for an afternoon of games or tutoring. Some towns have tried mentorship networks where retirees or local dads spend time with boys who have no father at home, under supervision and structure.
• Relationship Education and Mediation: Investing in programs that help couples build healthy relationships and manage conflict might prevent some family breakdowns in the first place. Reducing adversarial divorce processes and promoting cooperative co-parenting will keep more fathers involved post-separation. The government could expand mediation and counseling services for high-conflict separations to prioritise the child’s need for both parents. As one recommendation at a National Fathering Forum put it, after divorce “every child has a fundamental right to equal contact with both the mother and the father, unless there are prevailing mitigating circumstances”. While each family situation differs, the principle is that children benefit from continuing relationships with both parents whenever safely possible.
• Challenging Stigmas: Public campaigns might be necessary to shift any stigma around men in caregiving roles. For example, celebrating male teachers, male nurses, stay-at-home dads, and other nurturing male figures can gradually erode the old-fashioned or cynical attitudes that sometimes greet men in these roles. When society values positive male involvement, more men will step into those roles confidently.
• Research and Advocacy: Continued research into the impacts of fatherlessness and male mentorship will help build the case for action. In Australia, academics and advocates (from think-tanks to organisations like the Australian Fatherhood Initiative) should keep the conversation alive in policy circles. The creation of something like a “Commissioner for Boys and Young Men” analogous to existing children’s commissioners could be considered to specifically monitor the well-being of boys and coordinate initiatives to address their educational and mental health gaps.

It’s worth noting that improving healthy masculinity is not a zero-sum game that hurts women or girls. In fact, society at large benefits when boys are raised to be respectful, responsible men. Girls and women face less sexism and safer environments when men are emotionally intelligent and non-violent. Communities see lower crime and incarceration. The economy gains productive workers instead of disaffected dropouts. And importantly, the next generation of fathers is shaped, meaning today’s well-raised boys are tomorrow’s engaged dads, creating a virtuous cycle.

Conclusion: Balancing the Scales for Better Outcomes

Toxic masculinity has become a buzzword, but this exploration suggests that for many Australian boys, the toxicity lies not in an excess of male influence but in its alarming absence. The pendulum of influence in raising boys has swung heavily to one side with mothers and female teachers carrying almost all the weight. These women deserve admiration for their efforts; however, asking half the village to do the job of the whole village is neither fair nor effective in the long run. Boys need and deserve healthy masculinity in their lives just as they need the feminine nurture. When they lack positive male role models, the consequences ripple through development: identity struggles, emotional and behavioural issues, academic disengagement, and difficulties in forming their own adult lives.

The lack of masculinity is not an abstract notion, it shows up in the statistics of underperformance and distress. It’s seen in the eyes of a boy who acts out in class because he responds to a firm male voice that isn’t there. It’s heard in the hesitation of a young man unsure how to express his emotions because he’s never seen a man do it. It manifests in society when youthful energy, unguided, turns to either apathy or antisocial behaviour. Simply put, boys suffer when positive masculinity is missing and ultimately, so does society.

Addressing this does not mean swinging the pendulum to an extreme of patriarchal attitudes or minimising the crucial role of women. Rather, it means achieving balance. It means adding healthy masculine influence to complement the feminine influence already present. The solutions lie in a multi-pronged approach: empower and involve fathers, welcome male mentors and teachers, tailor education to engage boys, and implement policies that uphold the importance of both parents in a child’s life. Australia has already begun acknowledging these needs through various programs and discussions; now it is about scaling up and integrating these efforts into mainstream practice.

In an era of rapid social change, we must ensure that in correcting past gender inequalities, we do not inadvertently create new ones like a generation of boys starved of male guidance. The answer to toxic masculinity is not zero masculinity; it is to cultivate healthy masculinity. That means men who are emotionally secure, respectful, and responsible qualities best instilled from boyhood by examples of men who live those traits. If we invest in providing boys with such examples, we invest in a brighter future not only for those boys, but for the girls who will grow up alongside them, and for the communities they will one day lead.

By bridging the masculinity gap in raising boys, Australia can help its worthy sons grow into worthy men, men who are strong enough to be gentle, confident enough to be caring, and secure enough to contribute positively to a society where both men and women thrive.

References:

1. Australian Curriculum, Assessment and Reporting Authority (2024). Australia’s teaching workforce continued to be predominantly female, with women making up 72.0% of FTE teachers in 2024…acara.edu.au
2. Daily Declaration – Bill Muehlenberg (2024). “85 per cent of single-parent families are fatherless families”…dailydeclaration.org.au
3. Kostos & Flynn (2012), Children Australia journal. ABS data: in 2009 more than 1.1 million Australian children lived with one parent following separation; 24% see the absent parent (typically father) less than once a year or never…childrenaustralia.org.au.
4. Society of Classical Poets – comment by Timmy75 (2020). “43% of boys are raised by single mothers. 78% of teachers are female… nearly half of all boys have 100% feminine influence over their lives…”classicalpoets.org
5. eSafety Commissioner (2024), “Calling all himfluencers” media release. Harmful online influencers dominate discussions of manhood, leaving young men feeling uncertain about how to express their identity…esafety.gov.au. Male students crave connection and leadership; elevating positive male role models is important to help boys navigate the online world…esafety.gov.au.
6. Men’s Rights Agency citing Daily Telegraph & UTas research (2021). Only ~15–18% of primary teachers are male; lack of male role models in classrooms is a pressing issue…mensrights.com.aumensrights.com.au.
7. Daily Declaration – “Facts on Fatherlessness” (2024). Children from single-parent families do less well: an Australian study found father-child time in educational activities is associated with better student performance…dailydeclaration.org.au. Broken families linked to crime: in WA, divorce/separation identified as main cause of rising crime rates …dailydeclaration.org.au.
8. University of Newcastle (2020). Father-child rough-and-tumble play improves emotion regulation; active physical play linked to better self-control in kids newcastle.edu.au.
9. VicHealth “Attitudes to Men and Masculinity” Survey Report (2020). 81.1% of respondents agreed that “Boys need both women and men as role models.” vichealth.vic.gov.au
10. Parliament of Australia – Fatherlessness Inquiry Submission (2005). Fatherless children face greater likelihood of poverty, lower educational performance, crime, drug abuse, sexual problems, and mental health issues; boys from fatherless homes are more likely to commit suicide, crime, etc. aph.gov.auaph.gov.au