Toxic masculinity is not a new issue, but its pervasive presence online has made it a growing concern, particularly for young teens who are increasingly exposed to its harmful influences.
This warning comes from Jerome Cargill, a media studies teacher at Macleans College in Auckland, who argues that New Zealand’s national curriculum is failing students by not making media literacy compulsory. Without proper education, young people are left vulnerable to the rising tide of online challenges, including toxic masculinity and misinformation.
“It’s a lottery,” Cargill said, referring to the inconsistent media education students receive across schools. “What they learn depends entirely on where they go and what resources are available.”
Cargill believes the Ministry of Education has been too slow to introduce a comprehensive media curriculum, despite calls from educators and some ministry staff. “The problem has become much worse because of how widespread these issues are now,” he said. “I’m deeply worried about younger students who have access to this content but lack the maturity to handle it.”
He emphasizes the need to equip young people with the skills to navigate the digital world safely and critically. However, media literacy remains an elective subject, leaving many students unprepared.
As the Regional Coordinator for the Media Studies Subject Association Executive (NAME), Cargill is working to promote media literacy through initiatives like the annual Media Literacy Week in May. But he insists these efforts are not enough. Media studies, he says, has been neglected in schools for years.
“When the curriculum was written in 2007, media studies was left out entirely. It’s still not included in the official curriculum booklet,” Cargill explained. Although a teaching guide was introduced later, the subject remains sidelined. “This shows how disconnected our education system is from the realities of the digital age.”
In response, the Ministry of Education stated it is committed to ensuring young New Zealanders are equipped to thrive in a complex world. Pauline Cleaver, acting Hautū (leader) of the Curriculum Centre, highlighted efforts to strengthen critical thinking skills in the curriculum.
“The updated English curriculum for years 0-6 now includes skills to distinguish between fact, opinion, and misinformation. Similarly, the mathematics and statistics curriculum for years 0-8 addresses ethical data handling,” Cleaver said. She added that media studies, as part of the social sciences learning area, will be updated for public consultation by late 2025.
The Ministry has also introduced new resources for teachers. However, Cargill argues that school lessons alone are not enough. He also dismisses the idea of stricter internet laws as a solution.
“That’s just burying our heads in the sand,” he said. “We need to focus on empowering young people with the knowledge and tools to make informed choices online.”
Cargill’s message is clear: in an age where the internet is an integral part of life, media literacy is no longer optional—it’s essential.
