As a journalist who’s spent years covering education trends, I found myself unusually affected by Netflix’s “Adolescence” series. The show presents a disturbing yet compelling portrait of how young boys navigate their identity formation in today’s digital landscape. What particularly struck me was the portrayal of Mr. Malik, “just a history teacher” who clearly had a profound impact on his student Jamie, despite seeming unaware of his influence.
This representation mirrors something I’ve observed repeatedly in my reporting: the often underestimated power teachers hold in shaping young minds, particularly vulnerable adolescent boys searching for guidance on masculinity.
The show’s storyline about Jamie considering history his favorite subject while his teacher remains evasive about their connection speaks volumes. It demonstrates how even casual interactions between educators and students can leave lasting impressions, particularly when students lack other positive male role models.
Teachers – The Influence Gap in Male Development
What “Adolescence” portrays so effectively is the vacuum of positive male guidance that exists for many young men today. When this void appears, controversial figures like Andrew Tate eagerly fill it with problematic ideologies that provide simplistic answers to complex questions about masculinity.
This phenomenon raises important questions about why such messaging resonates so powerfully. As one Reddit commenter aptly noted: “Very few messages become this popular this fast. It’s one of the great product-market fits of our time. The audience is there for it. But why?”
From my research and interviews with developmental psychologists, I’ve found this “product-market fit” stems from several converging factors. Young men today navigate a rapidly changing social landscape where traditional male roles are evolving, yet clear alternatives aren’t always provided. They face unique pressures without sufficient guidance on how to process them healthily.
“These boys FEEL undervalued, blamed, and hopeless,” another commenter observed. “Here comes someone who says you do have value, it’s not your fault, it’s their fault, here’s how you can stop feeling powerless and instead feel powerful.”
The appeal isn’t mysterious when framed this way. Controversial influencers offer what appears to be clarity, direction, and validation in a world these young men find increasingly confusing.
Teachers – The Economic Dimension
While discussions about male role models dominate this conversation, I’m convinced there’s another critical factor that deserves more attention: economic insecurity. As one insightful commenter pointed out:
“For EVERYONE, capitalism is collapsing, and the unwritten rule ‘your children will have a better life than you’ has well and truly gone. I think THAT’S actually the missing gap that happens to be being filled by Andrew Tate in boys.”
This perspective resonates with research I’ve conducted on generational economic anxiety. Today’s adolescents witness their parents’ struggles despite educational achievements and hard work. The promise of meritocracy rings increasingly hollow, creating fertile ground for alternative narratives that promise shortcuts to security and status.
During interviews with educators across various socioeconomic settings, I’ve noted this pattern repeatedly. Teachers in communities with strong economic prospects report substantially less influence from controversial online figures compared to those working with students facing limited opportunities.
The intersection of economic anxiety with identity formation creates a perfect storm. Young men don’t just need role models showing them how to be good men—they need pathways toward believing they can secure meaningful futures.
The Algorithmic Amplification Problem
Another dimension of this issue that “Adolescence” touches on is how social media algorithms supercharge problematic content. As one commenter succinctly explained:
“Social media algorithms promote engagement. The emotions that drive people to engage are love and hate. So the more divisive the message, the more they are promoted, and people like us that hate his message can be inadvertently promoting him simply by calling him out.”
This mechanism creates a troubling paradox where even well-intentioned discussions about harmful content can inadvertently boost its reach. I’ve spoken with several social media researchers who confirm this pattern—controversial figures understand precisely how to leverage outrage to expand their influence.
The question this raises for teachers is challenging: How do you address harmful ideologies without amplifying them? How do you equip students with critical thinking skills needed to evaluate such content without drawing more attention to it?
The Teacher’s Dilemma
This brings me to what I believe is the central dilemma for educators portrayed in “Adolescence” and faced by real teachers daily. The show depicts Mr. Malik as somewhat passive, perhaps unaware of his influence on Jamie. Yet this portrayal reflects a genuine uncertainty many educators experience about their role in addressing these issues.
In conversations with dozens of teachers for this piece, I encountered recurring themes of hesitation and concern. Many feel unprepared to counter sophisticated online messaging that targets their students. Others worry about overstepping boundaries or appearing too political in increasingly polarized environments.
“I’m trying to get my colleagues to talk with me about the show, but most of them haven’t watched it yet,” one teacher commented. This reluctance to engage with challenging material reflects a broader hesitation within education.
Yet I’ve also found examples of teachers developing innovative approaches. Some create media literacy curricula specifically addressing influencer content. Others focus on building strong mentoring relationships that provide alternatives to online guidance.
Beyond Individual Solutions
While individual teachers certainly play crucial roles, I’ve become increasingly convinced through my reporting that systemic approaches are necessary. The issues raised by “Adolescence” reflect broader social patterns requiring coordinated responses.
Schools need comprehensive frameworks for addressing digital citizenship and media literacy—not just occasional lessons, but integrated approaches that help students navigate online spaces critically. Teacher preparation programs must adapt to prepare educators for these new challenges.
Beyond schools, platform accountability represents another essential piece of the puzzle. As one commenter noted, “Social media platforms need to start being held accountable for their content instead of wanting editorial control with no editorial oversight.”
The algorithmic amplification of harmful content demands regulatory attention—though I’ll admit I’m somewhat skeptical about quick solutions here. The technological and free speech questions involved are genuinely complex.
Paths Forward
Despite these challenges, my reporting suggests several promising directions. Schools that have implemented robust advisory systems—where teachers maintain consistent mentoring relationships with small groups of students—report greater resilience against harmful online influences.
Programs connecting students with community mentors also show promise, particularly when they address both identity formation and practical pathways toward future success. Young men need both role models and realistic routes toward feeling valued and economically secure.
I’m particularly encouraged by curriculum approaches that directly address masculine identity formation without either reinforcing harmful stereotypes or dismissing legitimate concerns. Young men need spaces to process their experiences without judgment, guided by adults who understand the complex landscape they navigate.
As for teachers like the fictional Mr. Malik, perhaps the most important step is simply awareness—recognizing that even casual interactions can profoundly impact students searching for guidance. The show powerfully illustrates how students notice which teachers genuinely see them, even when the teachers themselves might not realize it.
The issues raised by “Adolescence” don’t have simple solutions. They reflect deep social shifts, technological transformations, and economic realities beyond any individual teacher’s control. Yet understanding the dynamics at play represents an essential first step.
For those of us who care about young people’s development, particularly young men vulnerable to harmful influences, shows like this offer valuable perspective—even when they leave us with more questions than answers. Perhaps that’s precisely the point: to prompt the difficult conversations we need to be having about how we guide the next generation through these challenging waters.
