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It is completely normal for teenage boys to care about their appearance. There is nothing wrong with wanting to be healthy, to work out or to have a good skincare routine.

But now a practice called “looksmaxxing” is flooding social media algorithms - and taking that normal interest to the extreme.

Once a trend limited to dark corners of the internet, looksmaxxing refers to the practice of men and boys attempting to improve their physical traits with the specific goal of making themselves more sexually attractive to the opposite sex.

The practice is rooted in the misogynistic belief that women are only attracted to men who are hyper masculine: of a certain height, with chiselled features and big muscles.

This not only feeds unhelpful stereotypes about women but it can also lead boys to develop feelings of self-hatred when they don’t possess the features that looksmaxxing influencers promote.

Schools need to be aware of the issues associated with looksmaxxing so they can identify students who might be at risk.

How looksmaxxing escalates

Boys who encounter looksmaxxing content may feel pressured to try potentially dangerous “self-improvement” techniques pushed by influencers, who have built huge communities online.

For instance, boys may be encouraged to post pictures of themselves on forums, where strangers can rate their faces according to a scale ranging from “subhuman” (extremely unattractive) to “Giga Chad” (“extremely attractive”).

This reinforces the message that looks are everything, and it can lead boys from “softmaxxing” (non-invasive grooming and lifestyle changes, like getting more exercise and focusing on skincare) to “hardmaxxing”, which involves more extreme techniques, such as “bone smashing” - the act of using a hammer to strike one’s facial bones in order to create a “chiselled” look.

Looksmaxxing content can also be a gateway to “blackpill” communities, which promote hopelessness, extreme misogyny and the idea that your genetics determine everything.

At its most dangerous, content may encourage people to attempt suicide - referred to as “ropemaxxing”.

Due to the nature of social media algorithms, boys don’t even need to search for this content for it to take over their feeds. Part of the problem is that slang from these communities has begun to creep into the wider lexicon.

For example, the term “mogging” (which originated as “AMOG”, an acronym for “Alpha Male of the Group”) is used in looksmaxxing circles to describe someone who is so attractive that they overshadow the other men around them. However, “mogging” has now come to mean being better than another person in any way.

As a result, boys might innocently search TikTok for a football clip of a striker “mogging” a defender, only to very quickly be shown videos that are very different to that.

It is also important for schools to be aware of platforms specifically related to looksmaxxxing, like Omoggle, a website where users can compete in games of live “face-rating”. Although it is intended for use by people who are 18 or older, it only takes the click of a button to confirm you are the right age.

Practical steps for schools

So what can schools do to help tackle the spread of these ideas?

A first step is to make sure we create school environments that boost self-esteem and provide a sense of safety. This lays the groundwork for teachers to have conversations that can counteract harmful rhetoric.

Any conversations with boys around these issues have to be carried out carefully. Boys will be expecting to be villainised, as that is what they will have been told online. The conversation should include plenty of time and space for the students to talk about their own feelings and understanding of what they are doing or thinking.

Ask probing questions, ask them to expand and explain what they think, and then offer them an alternative position to consider. The conversation should leave “breadcrumbs” for them to follow, rather than dictating to them. This will help to create a sense of safety and trust that can be built on, and will hopefully give the students the confidence to question their stance.

Once teachers are aware of looksmaxxing, changes in boys or things you overhear might take on new meaning. For example, you might see graffiti or doodling linked to some of the terms used, which could appear quite innocuous otherwise. You might see boys suddenly much more interested in the gym, drinking protein shakes or eating pre-prepared meals.

Of course, none of this automatically means there is an issue. But if you spot anything that makes you feel concerned, approach a member of your safeguarding team - they might already have more context than you are aware of.

Thomas Michael is a safeguarding lead