Withernsea High School

Students at Withernsea High School recently took part in a series of personal development workshops focused on relationships, identity and the influence of online culture.

The sessions were delivered by external facilitator Andrew ‘Bernie’ Bernard as part of the school’s wider personal development curriculum and were tailored to different year groups to ensure age-appropriate themes.

The school’s youngest students in years 7 and 8 were encouraged to consider identity, empathy and respect for others during a workshop titled ‘What Makes a (Hu)Man’. This explored stereotypes and the harmful impact they can have on individuals and communities. It also examined how widely held assumptions, even when grounded in some reality, can lead young people to compare themselves unfavourably with others, potentially affecting confidence and self-esteem.

For students in years 9 and 10, the focus shifted to coercive control and the role of technology in facilitating harmful behaviours. Bernie explained: “We looked in depth at coercive control, which is increasingly affecting young people, and how digital platforms can enable those behaviours. It underpins many unhealthy relationships, so it is important that students understand how it operates.”

The workshop also explored the growing influence of online content, encouraging students to reflect on how such material can shape expectations and behaviour. Emerging issues such as AI-generated deepfakes were also discussed, alongside the development of awareness, critical thinking and responsible decision-making skills.

A further session with a group of Key Stage 4 students examined societal expectations around masculinity and gender, including the notion that men and boys are “natural leaders.” The session aimed to develop empathy and understanding by exploring how men and women may experience the world differently.

Bernie added: “We discussed how ideas about masculinity are often pushed at young men online, and how those expectations can be damaging not only to them but also to others around them. We talked about what it means to be a ‘real man’ and introduced the idea of the ‘man box’ - a set of unwritten rules that many feel pressured to follow, even though few would consciously choose them.”

Speaking more broadly about the context of his work, Bernie highlighted the importance of addressing these issues in schools: “This message has never been more important. Young people need the skills to question what they see, distinguish fact from fiction, and think critically about the information presented to them.

“It is important for parents to have open conversations with their children in a non-judgemental way. Setting aside regular time to talk, without distractions such as phones, can make a real difference. Even if parents believe their children are not engaging with this content, they are likely to be exposed to it. Much of what they encounter is not actively searched for but delivered to them through algorithms. If there are concerns, schools can work with families to provide guidance and help address any issues.”

Acknowledging the influence of online environments on young people’s wellbeing, including increasing pressure on boys and young men, Bernie said: “There is also growing evidence that body image and confidence are at a low point for many young men. Increasingly, they are turning to extreme online personalities for guidance on how to improve themselves, which can reinforce unrealistic or unhealthy expectations.”

Reflecting on the impact of the workshops, deputy headteacher Beci Pindar said: “We were delighted to welcome Bernie into school to deliver these powerful and thought-provoking presentations to our students. He provided real-world insight and lived experience, speaking openly about the impact of misogyny and domestic violence, and encouraging students to reflect on attitudes, language and behaviour both in and out of school. His engaging and honest approach helped students understand the importance of respect, healthy relationships and standing up against harmful behaviours.

“External speakers can engage students in different ways, reinforcing key messages about our school values and supporting our aim to prepare young people for life beyond school in a safe, informed and responsible way.”

ABOVE: Bernie delivered a series of workshops throughout the day.