Boys don’t cry? How picture books can teach gendered ideas about pain

(Press-News.org) From grazed elbows to bruised knees, pain is a common part of childhood. But how do young children learn about pain and make sense of it? According to new research from the University of South Australia, the answer may lie in the pages of their picture books.

 

In a new study that analysed hundreds of popular children’s picture books UniSA researchers found that pain and injury are depicted in about one in five stories, with the most common experiences being bumps, grazes, or falls.

 

Yet the ways in which pain was represented varied significantly between boy and girl characters, with outdated gender stereotypes persisting across storylines.

 

For example, not only were boys more likely to experience pain (53%) than girls (29%); but girls were more likely to cry (78%) when faced with pain than boys (22%).

 

Additionally, when characters were shown helping others, boys tended to offer advice or problem-solve, while girls were more likely to provide comfort and support, reinforcing the notion that girls are nurturing, and boys are practical.

 

Interestingly, the study also found that prosocial behaviour, such as helping or comforting others when they were hurt, was surprisingly rare. When help did occur, it was more often physical assistance than emotional support. Furthermore, there were more passive bystanders who observed pain (60%) than characters who responded to it (28%).

 

Lead researcher Dr Sarah Wallwork says while picture books present powerful opportunities for children to learn about the world, they can also be limiting when they perpetuate unhelpful messaging about pain, including gendered stereotypes.

 

“Shared reading provides important opportunities for young children to understand the world, including what to do when injured or in pain, or to have empathy and provide assistance when another may be hurt,” Dr Wallwork says.

 

“When picture books show boys brushing off injuries or girls tending to others, we risk reinforcing narrow social scripts about empathy, resilience, and care.

 

“Children internalise what they see. When boys are presented as stoic, it may encourage them to conceal their pain – a behaviour that has been linked to an increased vulnerability to pain later in life.

 

“Similarly, when girls are consistently portrayed as carers, it reinforces expectations that empathy and nurturing are ‘female’ traits.”

 

Co-researcher and UniSA PhD researcher, Dur-E-Nayab Mehar, says parents and educators can use shared reading to challenge these messages.

 

“By being mindful of the stories we share, we can start meaningful conversations with children about empathy, care and how to respond to others when they are injured or in pain,” Mehar says.

 

“Asking questions like ‘How do you think that character feels?’ or ‘What else could they do to help?’ can open up valuable discussions about both physical and emotional support.

 

“We need children to learn that it’s okay to feel pain, to express their emotions in healthy ways, to care and respond to others thoughtfully, kindly and in practical ways, regardless of gender.

 

“Perhaps then, the stories we share with children will help nurture compassion and empathy - where pain is acknowledged, support is given, and children grow in their ability to offer this support to others.”

 

 

The University of South Australia and the University of Adelaide are joining forces to become Australia’s new major university – Adelaide University. Building on the strengths, legacies and resources of two leading universities, Adelaide University will deliver globally relevant research at scale, innovative, industry-informed teaching and an outstanding student experience. Adelaide University will open its doors in January 2026. Find out more on the Adelaide University website.

 

…………………………………………………………………………………………………………………………

Contact for interview: Dr Sarah Wallwork E: Sarah.Wallwork@unisa.edu.au
Media contact: Annabel Mansfield M: +61 479 182 489 E: Annabel.Mansfield@unisa.edu.au

 

END