We know that mental health and wellbeing are critical issues for young Australians – but boys and young men are often missing from the conversation.
Research shows that traditional ideas about masculinity can make it harder for many boys to ask for help, speak openly, or see wellbeing as something they can work on.
This collaborative project from The University of Queensland and Flinders University is about listening to boys and young men and making sure their voices shape the mental health and wellbeing education they receive. We want to understand how they see their own wellbeing, what support feels useful to them, and how school programs can better respond to their real experiences and needs.
We are working with secondary schools across Australia to gather insights from boys and young men from a wide range of backgrounds, including different ages, cultural and linguistic communities, sexualities, and locations (urban, rural, and remote). Our approach is strength-based, collaborative, and designed to co-create practical recommendations that schools can use.
This research is approved by The University of Queensland's Human Research Ethics Committee (ID: HE000699).
This joint project between The University of Queensland and Flinders University is dedicated to listening to boys and young men and ensuring their voices shape the mental health and wellbeing education they experience at school.
Too often, wellbeing education has struggled to speak meaningfully to boys and young men, leaving their unique needs and perspectives overlooked. By taking part, schools and students will contribute to building Australia’s first evidence base focused on boys’ perspectives in mental health education.
Together, we have the opportunity to design programs that are meaningful, engaging, and truly supportive of the wellbeing of boys and young men—helping schools make a lasting difference in their lives.
Join our groundbreaking research project and share your experiences.
Your insights can help us understand what young men want from their well-being education and how better curriculum resources can be developed. This is your chance to make a difference!
The research team aims to learn:
- How boys and young men understand and experience mental health and wellbeing education at school.
- What they see as the most effective and engaging ways to learn about mental health and challenge stigma.
- How their perspectives and needs differ across age, culture, sexuality, location, and other identity factors.
Associate Professor Garth Stahl
Garth has a background in gender theory and specialises in the study of boys’ education, identity, and social inequality. His research examines how ideas about masculinity influence boys’ engagement with school, their aspirations, and their life pathways. Garth’s work combines in-depth qualitative research with a commitment to improving educational outcomes for boys from diverse backgrounds.
Mair is an expert in masculinities, bodies, and digital lives. She investigates topics ranging from tattoos and bodybuilding to performance-enhancing drugs, with a particular focus on online bodybuilding communities and how men talk about masculinity. Her insights are regularly shared on YouTube and podcasts.
Yang studies how males interact online, particularly on platforms such as TikTok. Combining sociology, anthropology, and digital media research, he examines how young people develop their identities and wellbeing in digital spaces. His work has received international attention, making him well-placed to explore how boys and young men navigate their online lives.
Professor James A. Smith
James is a leading applied social health researcher specialising in men’s health, health promotion, and rural and remote health equity, with a focus on Aboriginal and Torres Strait Islander communities. His work examines how masculinities influence health behaviours and service access, advocating for gender-sensitive, strength-based approaches.
Associate Professor Elizabeth Edwards
Liz has a professional background as a classroom teacher, special education teacher, guidance counsellor, and psychologist, with more than two decades of experience in education and mental health. Since joining UQ in 2020, she has contributed to the Master of Educational Studies (Guidance, Counselling and Careers) program, supervising both clinical and research training. Her research spans attentional control, cognitive psychology, adolescent wellbeing, and anxiety reduction under pressure—most recently highlighted in her presentation at the UQ–Exeter Performance Anxieties Symposium.
Rohann is a qualitative researcher with a background in sociology and cultural studies, where he examines how sports betting has evolved as a gambling pursuit among young Australian men. His research explores the intersections of masculinities, sport, and gambling, with particular focus on the role of digital technologies in shaping young men’s everyday lives and leisure practices.
Murray is an internationally recognised researcher in men’s health, gender, and sport, with particular expertise in boys’ and young men’s experiences of health, wellbeing, and identity. His work explores how masculinities are constructed and negotiated in everyday life, and the implications this has for physical activity, body image, mental health, and health behaviours. He has collaborated extensively with schools, sporting organisations, and health services to inform gender-sensitive, strength-based approaches that support boys and men across diverse communities.
It’s simple! Contact us via email: bym-wellbeing@uq.edu.au
Reimagining Boyhood: Addressing the wellbeing of boys and young men through education
Wednesday 21 January 2026
Around the world, the wellbeing of boys and young men has emerged as a critical issue, touching on education, mental health, gender dynamics, and the escalating challenges posed by online influences. Too often, these complex issues are reduced to crisis narratives, leaving little room for thoughtful, evidence-based dialogues educators and mentors know are essential.
This one-day event is an invitation to school leaders, teachers, researchers, policy-makers, police, and community and faith-based organisations to come together and reframe the way we understand and support boys and young men – not through sensationalism, but through curiosity, care and collaboration.