Incel culture has seen a rise in popularity over the last decade – but what exactly do we mean by this term? Education Adviser, Emma Mudge, explores… 

‘Incel’ is an amalgamation of the phrase ‘Involuntarily Celibate’. This term was originally coined in the late 1990s by a female student known as ‘Alana’. She created a website designed to be a ‘friendly place’ which was for other students who also were lonely, struggling to find love and would find solace in confiding with others in similar situations. However, after she had moved away from this forum, the Incel community grew, and the group make-up changed over time into a predominantly heterosexual male-dominated forum, which is continuing to grow across the world as a ‘subculture’. 

What do Incels Believe?  

Incels generally view themselves as having been ‘rejected’ by the romantic world and that they are denied the sexual relationship which they have a right to have. There is a commonly held belief of the 80/20 rule – that is, that 80% of women are only attracted to 20% of men, leading to a general resentment of women, and of those men who are in this ‘20%’ i.e. who are attractive to women.  

Incel culture is often linked to misogynistic views and generally views feminists as an ‘enemy’. This is, in part, due to the commonly held belief that men are no longer needed and are becoming outcasts in society.  

Why Should We Be Worried About This in Education? 

There are two key aspects which concern us about Incel culture within the realm of education. 

The first is the impact upon the school culture and possible/potential victims. The Incel subculture is mentioned in the recently updated Prevent guidance which recognises that “It is possible that violent adherents to movements and subcultures, such as Involuntary Celibacy (Incels), could meet the threshold of terrorist intent”, although the incel movement is not currently on the UK list of terrorist groups. In schools, however, we must have an awareness of this increasing subculture, in order to prevent potential radicalisation, or the creation of an environment where girls feel unsafe. 

The second key area of concern is the potential ‘Incel’ themselves. In the largest study of Incels to date, (Predicting harm among incels, May 2024) it was evident that the mental health of Incels is extremely low, with approximately 1/5 surveyed admitting that they have suicidal thoughts daily. We must therefore be aware of those boys within the education system, who may struggle with their mental health, as they may be more at risk of possible radicalisation, as well as of self-harm and depression. 

Signs of the Development of an ‘Incel Attitude’ 

As with any other potential radicalisation, teachers need to be aware of those individuals who are often isolated from others and may be attracted to groups (both online and offline) who sympathise with their situation, make them feel valued and appreciated and have violent or aggressive beliefs. Some general signs of radicalisation may be: 

• Spending an increased amount of time online in forums 

• A change in friendship groups 

• Mental health issues 

• A need to dominate and blame others 

• A susceptibility to indoctrination 

The Incel movement has developed a cultural language of its own, so staff knowing what to listen out for is also important. This language can include: 

• ‘Stacey’ – a girl/woman who is attractive, spends time on her looks and has no problem getting boyfriends. 

• ‘Chad’ – a boy/man who is perceived to find it easy to find a girlfriend and is attractive to girls. 

• ‘E.R’ or ‘The Supreme Gentleman’ – a reference to Elliot Rodger, a self-confessed Incel who murdered 6 people and injured 14 before killing himself, who is idolised by Incels.  

• The ‘Black Pill’ – a reference to a moment of realisation that the 80/20 belief is true, and that their situation (of ever being involved in a romantic and sexual relationship) is hopeless. 

Key to the Incel culture is a misogynistic attitude towards women and girls. School staff may therefore see an increased use of sexist language or behaviour by a boy who is tempted by this movement. 

Finally, we may also hear children talking about their use of anonymous online forums, (such as 4chan) and finding like-minded people to talk to about their relationships (or lack of), as well as an idolisation of misogynistic role models such as Andrew Tate. 

What Should We Do? 

Ultimately, children who are attracted to the Incel culture often already have a sense of rejection by the wider community and are likely to feel lonely and unliked. It is therefore imperative that we have a robust RSHE programme which advocates healthy relationships and confronts loneliness, as well as an effective mental health support system in place for those who are struggling with this societal aspect of their lives.  

The key to ensuring that concerns are identified early on, and the necessary support is put in place, is staff training. Staff must be made aware of what the Incel culture is and how it can impact children, both within and outside of school life. We need to be able to recognise the signs that an individual may be developing an Incel ideology and put in place support mechanisms for the individual.  

This also links heavily with our school culture, particularly with regards to child-on-child abuse. Do all staff recognise the importance of not dismissing sexist and sexualized comments as ‘banter’? Do all staff report and record incidents?  

As with any other extremism or radicalisation concerns, it is crucial that staff follow the Prevent guidance and that the concern is referred to Channel via your local authority. 

Summary 

Ultimately, it is recognised by the increasing number of studies that have been completed in this area, that most Incels are more likely to harm themselves, than to harm others. It is important to acknowledge this, and that the risk of violent acts committed by Incels is considered to be relatively low. 

However, the unhealthy attitudes towards women and girls, the belief in an externalisation of blame for an individual’s unhappiness and the aggressive nature of comments made by some Incels on online forums can, for some individuals, lead to violence against others. And with the recent, widely documented acts of violence perpetrated by a teenage boy towards a girl, where there are links to romantic relationships, (e.g. Elianne Andam and Holly Newton), the influence of misogynistic attitudes (including the Incel subculture) cannot be ignored, although these attacks are, thankfully, rare and few. 

As a DSL, we need to ensure that our staff are trained to spot signs and symptoms of the development of this ideology, and report this without dismissing any comments as ‘banter’, and we ourselves need to be familiar with the reporting systems within the Prevent guidance. 

 Recognise the language and symbols associated with incel culture and the manosphere.

 Identify warning signs that a young person may be engaging with these ideologies.

 Encourage open conversations about gender, relationships and online influences.

 Take proactive steps to challenge harmful narratives and promote critical thinking.

If you found this blog useful, you may also wish to browse our recent blog discussing The Netflix series ‘Adolescence’, here. 

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About the Author

Emma Mudge - Adviser, Services For Education

Emma has more than 20 years' experience in primary education and has worked in a variety of roles including Assistant Head Teacher, Deputy Head Teacher, and Acting Head Teacher - working at the forefront of school leadership and improvement for the majority of her career.  

Emma now works as the Educational Adviser for English sharing her experience and knowledge to continually promote and improve the standard of teaching and learning in English, and in school improvement overall. Supporting schools with the accuracy of their KS1 and KS2 writing assessments is an important part of her role, using her expertise as a member for the moderation team to inform, train and support teachers and school leaders. 

Emma is also part of the team which delivers the Health For Life programme (improving the healthy opportunities for primary aged children) and the NPQSL, where she proudly supports the development of our aspiring leaders in the city.