As we near the end of Movember, the global campaign that uses the moustache as a symbol to raise awareness of men’s health issues, it is evident that men face complex expectations about how they should look, behave, and what they should value.
Social media, influencers, and curated images constantly send conflicting messages, creating tension between traditional ideals and more progressive expectations.
Across my research and the student projects I supervise, men frequently report feeling caught between the expectation to be strong and stoic, and the pressure to be emotionally open and reflective. Our work also shows that men are often encouraged to see themselves as protectors, which can unintentionally reinforce a sense of responsibility, or even ownership over women.
Together, these findings illustrate how traditional masculine norms, rooted in patriarchal expectations, continue to shape behaviours even as more flexible, progressive models of masculinity gain visibility. As one participant in a recent study put it: “Boys don’t cry, but they do wear nail polish.”
A growing research culture
In this landscape where conversations about masculinity are shifting quickly, gaining more insight into the difficulties men face, identifying knowledge gaps and working to empower men feels more urgent than ever - something Movember brings into sharper focus.
As educators, our job is to inspire this urgency in our students, which I am striving to do through focused workshops and engaging lectures. Over the past two years, I have seen interest grow rapidly among our Psychology students, to explore related topics for their final year and master’s-level research projects, contributing to a developing programme of masculinities-focused research.
But Movember also offers a moment for personal reflection. The recent arrival of my son has given this reflection renewed urgency, prompting me to consider the messages he will encounter about what it means to be a man. My academic and parental perspectives now converge on the same question: what does healthy masculinity look like in 2025, and who gets to define it?
The role of schools and education
The updated Relationships, Sex and Health Education curriculum requires schools to help boys identify positive role models and critically challenge harmful ideals of masculinity. For secondary school students, this includes education on incel culture and misogyny. Yet many teachers feel underprepared or uncertain about how to navigate discussions on masculinity, as we’ve seen in a parliamentary debate on relationship education earlier this year.
A new project I am leading aims to address this by co-creating free, open-access resources with schools and young people. Drawing on psychological theory, social research, and insights from men’s accounts of what masculinity means to them, the project aims to support educators in facilitating thoughtful, informed discussions and creating spaces where students can engage with these issues safely and constructively. This feels particularly timely given the UK Government’s newly released Men’s Health Strategy, which calls for renewed action on the stigma and social pressures that shape men’s help-seeking and wellbeing.
Masculinity is an evolving dialogue, and one we need to keep contributing to even as Movember comes to a close. As a mother, I want my son and my daughters to grow up in a world where boys and men can be strong without being hardened and vulnerable without being dismissed. As a lecturer and researcher, I want my students to help create that world by contributing to vital research surrounding masculinity, supporting men to thrive in a society where they aren’t constrained by outdated stereotypes.
Dr Candice Whitaker is a Senior Lecturer in Psychology at Leeds Trinity University.