Robin Macpherson, Head of Robert Gordon’s College, recently spoke with Lindsay Bruce at the Press & Journal about the growing concerns around youth violence in Aberdeen and across Scotland. In a wide-ranging interview, he reflected on masculinity in the modern age, the responsibility of schools, and how Robert Gordon’s College supports young people through strong role-modelling and a culture of respect.

He emphasised that youth violence is a complex, multi-faceted issue and highlighted the importance of positive role models, emotional intelligence, empathy, and self-awareness. He also discussed the transformative impact of RGC’s phone-free policy, the value of consistent behaviour expectations, and the urgent need for more men to work in the HEAL professions (health, education, administration and literacy). In particular, noted the underrepresentation of men working with young children in nurseries and primary schools. 

Reflecting on the pandemic, Mr Macpherson observed that prolonged online exposure has normalised certain behaviours for some young people, making emotional support and guidance more critical than ever. 

He concluded by reaffirming that RGC’s ethos goes beyond academic achievement: it is about nurturing confident, respectful, and thoughtful young people prepared to engage positively with the world.

At Robert Gordon’s College, this commitment to pupil wellbeing is at the heart of everyday life. Our guidance team plays a central role, working closely with pupils to provide pastoral support, mentoring, and tailored programmes that develop resilience, wellbeing, and positive decision-making. Through assemblies, workshops, and one-to-one guidance, staff ensure that every pupil is supported to thrive both academically and personally, reflecting the College’s ethos in every aspect of school life.

Reading the interview, Mr Duncan, Head of Guidance, reflected: “Mr Macpherson’s interview serves as an excellent reminder of the ever growing need for us to support our children develop the critical thinking skills required to thrive in a world in which their dependency on the digital universe seems to have no limits. We focus on various strands of this in our digital citizenship section of our PSE curriculum in the senior school. What is evident is that our young people need to be able to question what they are viewing and reading online and realise how it can influence their behaviours, the way they interact with their peers, their feelings of self-worth and how they see their place in the world. 

“Masculinity and what it means to be male in the 21st Century is a hugely complex topic.  It is one which requires delicate unpicking so that we, as adults (not just us in education), are able to support our boys to become men; men who are able to verbalise their emotions; who can seek out support and support their mates in times of need and in so doing break the toxic masculinity rhetoric that is all too often banded around which only cements gender stereotypes that are not conducive to an inclusive and progressive society that we aspire to be. The Mentors in Violence Prevention programme led by the Guidance Team and assisted by pupil peer mentors has started the conversation. It will be interesting to see how this progresses over time and the impact on the student body.” 

Mr Keane, Out of Hours Care Manager, said: “The discussion around men in HEAL, and the influence increasing male representation could have, has been building over the last couple of years. We know that young men are an at risk group to be influenced negatively by social media, and closer to home their friendship groups, so it is our role within the school and local community to offer a counter to that. 

“This can start from early years and offer open conversations about emotions and carry this on throughout their time at school so they have consistent support. But growing on that we can be there to challenge times when boys might suppress emotions and feelings because they think they should 'man up'.

“In today's world we can't stop children accessing content online, but we can provide them with the skills to challenge those views and safe spaces to express their emotions and look to seek support if they need it. From my experience this is something the college has right, you can see the boys become responsible young men by the time they are ready to leave school, and the hope is we have been able to equip them with the skills, such as emotional maturity and critical thinking, that they can go on to have a positive influence on those around them in their next steps and beyond.” 

Mr C Sim, Nursery Early Years Practitioner, added: “I see every day how important it is to provide children with strong, positive role models from the very beginning of their education. The foundations for empathy, emotional intelligence and strong role-modelling skills begin in the early years, where children first learn how to express themselves, build relationships and understand the impact of their actions on others.

“Men are still underrepresented in nursery and primary settings, and our presence helps challenge stereotypes about who can work in caring roles. For many children, especially boys, seeing male practitioners engaging warmly, communicating openly and supporting them in their learning can have a real and lasting impact. It shows them that empathy, kindness and emotional expression are strengths shared by everyone.

“In the nursery, we strive to create a nurturing and supportive environment where children feel safe to talk about their feelings, make positive choices and treat others with respect. By building these foundations early - and by ensuring children see both men and women modelling these values - we support our youngest pupils to grow into confident, thoughtful individuals as they move through the College and beyond.”

 

Mrs Adams, Parent, highlighted: “The male teachers my daughter has had so far have been exceptional, being genuine, grounded, patient, and wholly committed to the children in their care. Each of them has modelled a form of masculinity that is both strong and gentle, confident without being overbearing, and nurturing without hesitation. Robert Gordon’s College is a community where children are not just educated, but nurtured into becoming kind, empathetic human beings. It reassures parents like me that our children are learning from men who embody integrity, respect, emotional literacy, and genuine care.”