Positive masculinity

Positive masculinity is the expression of attitudes and behaviours that have been embodied and enacted by males for the common good, both individually and for the community. These character strengths and virtues are common to all genders; however, +M is a perspective that accentuates the strengths and beneficial aspects of a masculine identity (Kiselica & Englar-Carlson, 2010).

Positive masculinity is about empowering boys to become the kind of young men needed in today’s world: socially connected men who enact and embrace a range of healthy and diverse masculinities. It refers to the ways boys can use their strengths in healthy, respectful and socially responsible ways (O’Gorman et al., 2025).

About boys and masculinity 

During childhood and adolescence, boys are working out who they are and what kind of man they want to become. At the same time, many are navigating increasing social pressure to conform to particular ideas about masculinity. How we respond to their choices both impacts and shapes their understanding of what healthy masculinity is.

For many boys, rigid conformity to traditional masculine norms peaks during adolescence. While these masculine attributes are not always negative in themselves, research clearly suggests that rigid adherence to masculine norms can have detrimental consequences for wellbeing, relationships and behaviour. Life can call us to be strong or stoic, but increasingly in the modern world, boys and men must perform a far greater range of emotions, values and character strengths.

Still, the traditional, unidimensional qualities of the old-fashioned successful man endure. As the world continues to evolve and change, the lack of flexibility impacts across a range of educational, health and course of life domains. Boys currently experience worse outcomes than girls in many areas: male suicide accounts for 24% of all deaths of young people.

Boys and young men are also more likely to engage in risk-taking behaviours, including abuse of drugs and alcohol and poor decision making. They are more likely to disengage from schooling and other protective environments, experience loneliness (Rice 2020; Reeves 2024), and be violent toward themselves and others.

The current environment

Compounding these challenges is the growing influence of online spaces, where a new wave of masculine influencers reinforces narrow and unhealthy stereotypes about what it means to be a man. This feeds into the pressure to achieve, prove and maintain one’s masculinity, known as precarious masculinity (Kimmel, 2006; Vandello & Bosson, 2013; Vandello, Bosson et al., 2008).

As there is no fixed moment when someone is ‘a man’, masculinity becomes something that must constantly be demonstrated. This creates pressure to repeatedly show strength, dominance or toughness, especially in front of peers. The fear of being seen as not man enough drives behaviour that can be anxious, reactive or even aggressive. Boys do this to seek approval from others, even though it harms them (Swann, 2025).

There is an urgent need for environments where boys can critically examine these messages, explore healthier expressions of masculinity, and strengthen their wellbeing and social connection.

How can we help boys thrive?

Programs tailored for boys and young men play a role in helping to shape perceptions of manhood and gender norms. Schools are transformational places for learning; they create the necessary emotional and social conditions to explore and challenge rigid gender norms and ultimately make developmental choices about healthy identity and values.

Positive masculinity (+M) defined

Positive masculinity is the expression of attitudes and behaviours that have been embodied and enacted by males for the common good, both individually and for the community. These character strengths and virtues are common to all genders; however, +M is a perspective that accentuates the strengths and beneficial aspects of a masculine identity (Kiselica & Englar-Carlson, 2010).

Positive masculinity is about empowering boys to become the kind of young men needed in today’s world: socially connected men who enact and embrace a range of healthy and diverse masculinities. It refers to the ways boys can use their strengths in healthy, respectful and socially responsible ways (O’Gorman et al., 2025).
How can we shift this way of thinking and promote positive outcomes for boys and young men?

What we are doing at BGS: Positive Masculinity (+M) Framework

The Crowther Centre and Orygen (Australia’s peak adolescent mental health organisation authority) developed and published the Positive Masculinity (+M) Framework: an evidence-informed guide designed to support boys, alongside their parents, guardians and teachers.

At the heart of the framework are two interconnected pillars: knowing and being.

Knowing focuses on developing understanding. Through curriculum, thinking tools and dialogic structures, boys are explicitly taught the values, behaviours and skills associated with being a good man. This pillar builds a shared language and understanding of positive masculinity among students, staff and families.

Being focuses on lived experience. Boys are provided with safe spaces and meaningful opportunities to practise, discuss and embody the principles of positive masculinity in everyday life. This occurs through programs, relationships and environments across the wider school community.

The +M Framework aims to equip boys with the knowledge and critical thinking skills to examine gender norms and social expectations, while forging their own positive path through three key human strengths:

• Authentic: understanding yourself
• Connected: maintaining relationships
• Motivated: acting with purpose

While the +M Framework is intentionally embedded within Brighton Grammar School and explicitly taught within the school curriculum, its purpose extends beyond the classroom. Through critical reflection, open dialogue and supportive environments, boys are encouraged to examine gender norms, strengthen relationships and develop the skills and character needed to navigate life with authenticity, empathy and purpose.

Ultimately, the framework seeks to support boys and young men to make decisions grounded in the collective wisdom and practice of what it means to be a good person — pursuing what Plato described as the true, the good and the beautiful (Plato, 1992).

What can you do as parents to support this?

1. Create open, supportive communication with your son
Focus on creating a judgement-free environment for everyday conversations.

• Choose the right time, place, and way for meaningful discussions.
• Seek first to understand by using prompts such as, ‘tell me more about that.’

2. Be open to and stay present in challenging conversations
Stay engaged when conversations feel counterintuitive or uncomfortable, rather than shutting them down.

• Validate and acknowledge appeal before challenging it, saying things like, ‘I can see why that comes across as confidence, and that’s important.’
• Respond to curiosity with curiosity by asking, ‘What do you like about that?’

3. Encourage authenticity and healthy identity development
Support your son to think critically about influences and develop a strong sense of self.

• Prompt critical thinking by asking, ‘Who benefits from this message?’ or ‘What might another perspective be?’
• Actively connect him with positive role models in family, community, sport, or media who demonstrate respectful and healthy ways of being a young man.

Disclaimer: This document is of a general nature only. Whilst every effort is made to reflect current recommendations and legislation, please seek advice for your individual circumstances.

References 

Chu, J. Y., & Gilligan, C. (2014). When boys become boys: Development, relationships, and masculinity. New York University Press. https://nyupress.org/9780814764800/when-boys-become-boys/
Common Sense Media. (2025). How media influences boys’ ideas about masculinity.
https://www.parents.com/study-shows-algorithms-are-teaching-boys-how-to-be-men-11826128
Crowther Centre. (2020). Positive masculinity in boys and young men. Crowther Centre.
Edwards, K. E., & Jones, S. R. (2009). Putting my man face on: A grounded theory of college men’s gender identity development. Journal of College Student Development, 50(2), 210-228.
Equimundo. (2022). The International Men and Gender Equality Survey (IMAGES): A global status report in 15 headlines. Washington, DC: Equimundo.
[https://www.equimundo.org/resources/men-and-gender-equality-a-global-status-report-in-15-headlines/]
Flood, M. (2024). A critical stocktake of community-based healthy masculinities programmes. Journal of Men’s Studies.
Gater, R. (2026). Interrogating positive, healthy and progressive masculinities. Journal of Gender Studies.
https://utppublishing.com/doi/10.3138/ijmsch.2024.0007
O’Gorman, K., Fisher, K., Wilson, M. J., Bonell, S., Swann, R., Oliffe, J. L., … & Rice, S. M. (2025). The landscape’s changed and no one’s giving them a new map: Positive masculinity in boys and young men. International Journal of Men’s Social and Community Health.
Plato. (1992). Republic (G. M. A. Grube, Trans.; C. D. C. Reeve, Rev.). Hackett Publishing. (Original work published ca. 380 BCE)
Pollack, W. S. (2006). The war for boys: Hearing real boys’ voices, healing their pain. Professional Psychology: Research and Practice, 37(2), 190.
Quaglia, R. J., & Fox, K. M. (2018). Student voice: A way of being. Australian Educational Leader, 40(1), 14
Swann, R (2025) Beyond the Manosphere: What Our Boys Need From Us, Psychology Today
UN Women. (2025). What is the manosphere and why should we care?
https://www.unwomen.org/en/articles/explainer/what-is-the-manosphere-and-why-should-we-care
Vandello, J., Bosson, J., Cohen, D., Burnaford, R., & Weaver, J. (2008). Precarious manhood. Journal of Personality and Social Psychology, 95(6), 1325-1339.
Wilson, M. J., et al. (2022). Cultivating positive masculinity as mental health promotion. Health Promotion International. https://academic.oup.com/heapro/article/37/4/daac121/6680031