Shut It Down was born out of passion and frustration with a lack of empathy in young people growing up in a world that aims to polarise and divide.
Our first-hand experience at the coal face of the classroom has galvanised us to tackle these issues at the core, for the benefit of all students, their parents, and their teachers.
We aim to bring empathy, purpose, and belonging to every school culture with a distinct brand of impactful, relatable, and innovative workshop training.
Amy is an English teacher who has worked in various Pastoral roles at Glenmoor and Winton in the last five years, including: Anti-Bullying Lead, Anti-Misogyny Lead, Deputy Head of Year and Head of House. Prior to teaching, Amy has 10 years experience in sales, recruitment, and training in a variety of areas, both technical and managerial.
Joe is a teacher with 15 years’ experience across Secondary schools in Dorset. Currently teaching English at Glenmoor and Winton Academies, previous roles include Head of 6th Form, Head of Year, NPQ and CPD Teaching and Learning Coordinator, plus Director of the Wessex School Training Partnership. For the last 10 years, Joe has dedicated his career to impactful CPD delivery: he regularly plans, organises, and delivers meaningful professional development to large cohorts of teachers and trainees.
We want to see a world where respect, empathy, and equality are fundamental values in every institution.
We want to see boys and young men develop into healthy human beings who have a positive impact on society.
We want to break cycles of harm, empower young minds, and create lasting social change by equipping individuals with the education and necessary tools to tackle misogyny in schools.
Misogyny thrives online, in schools, sporting academies, and many businesses. Unchecked, it can lead to huge problems for institutions and society.
Boys under perform girls in every aspect of schooling and require significant meaningful effort to effectively support - there is no road map for this.
A playground punch-up has quite clear guidelines for how to deal with it, whereas misogynistic incidents are often treated as a ‘grey area' .
When male students develop empathy and self-esteem, they contribute to a more respectful, emotionally intelligent, and equitable society. They become better partners, leaders, and role models, who challenge harmful behaviours rather than perpetuating them.
Young men who understand the history of misogyny and gender issues are less likely to intentionally undermine female classmates and teachers, leading to reduced friction in the classroom. Students are more likely to see teachers as mentors and positive role models, regardless of gender.
Boys who believe in themselves enjoy better attendance, achieve better exam results, and are more likely to take up healthy extra curricular activities. Feeling safe to explore sensitive subjects without fear of judgement allows them to more accurately contextualise their experiences and behaviours.
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