Overview

Understanding gender and actions to promote and achieve gender equality will support leaders and teachers with successful implementation of RRE in schools.

Gender equity is the process of being fair to women, men, girls, boys and gender minorities. It recognises that different groups may need different support or resources to overcome barriers.

Gender equality is achieved when all people, regardless of gender, enjoy the same opportunities, rewards and status in society. For example, equality would mean offering the same leadership opportunities to all students, whereas equity may involve targeted mentoring or capacity building programs to support under-represented groups to take up those opportunities.

Achieving gender equality is a key strategy in preventing gender-based violence. Research from Our Watch shows that gender inequality is a primary driver of violence against women. Schools can challenge these drivers of gender inequality. Achieving gender equality in schools requires a systemic and intentional approach.

Gender equity practices

Gender equity practices in schools need to go beyond simple fairness. They require actively challenging harmful gender norms, stereotypes and power imbalances. By building an awareness of how gender shapes our lives, we can foster respectful and equitable relationships based on empathy and understanding (UNESCO 2018).

Gender equity practices might include:

• adopting a human rights approach – raise awareness among young people, encourage them to recognise their own rights, acknowledge and respect the rights of others, and advocate for those whose rights are violated (UNESCO 2018)
• understanding intersectionality – gender equality is not experienced the same way by all students.
  • Intersectionality highlights how identities such as gender, culture, class, ability and sexuality overlap, shaping unique experiences of privilege or discrimination.
  • Apply an intersectional approach by designing and implementing school policies, programs and supports that are inclusive and responsive (Cahill et al. 2025; Molina et al. 2022)
• fostering inclusive environments – create a school culture where LGBTIQA+ students feel safe, valued and visible rather than marginalised. Staff diversity is a strength, allowing students to learn from educators and role models with broad world views (UNICEF 2021)
• challenging rigid masculinities – for boys, this means promoting healthier, more flexible forms of masculinity, often called 'caring masculinities’, that value empathy and emotional expression over aggression and dominance.
  • At the same time, challenge and question gender stereotypes and build confidence and agency among girls and young women (Hookway and Cruickshank 2022; Scholes et al. 2020)
• a whole-school approach – embed gender equity across every aspect of school life, from leadership and professional learning to classroom practices and community partnerships (Keddie and Ollis 2021; Ollis et al. 2022; Vrankovich et al. 2025)
• transforming pedagogy – promote gender equality by encouraging teachers to examine their own biases, challenge inequalities in the classroom, and create learning environments that question rather than mirror discrimination in wider society (UNICEF 2021)
• reviewing curriculum – gender norms are challenging to address because they are deeply embedded across society. Use a deliberate review of resources, practices and language to prevent the risk of reflecting and reinforcing these norms and power imbalances (UNICEF 2021).

The role of leadership in achieving gender equality

School leaders have a critical responsibility to drive and model gender equality. This is achieved through deliberate action.

Champion change

Visibly integrate gender equality into school plans and policies, demonstrating a clear commitment to a respectful and inclusive environment (Keddie and Ollis 2021).

Upskill staff

Provide staff with the resources and professional learning they need, while also protecting them from potential backlash from students or the community.

Many teachers report feeling unprepared or uncomfortable discussing sensitive topics, particularly those related to LGBTIQA+ identities. Provide quality professional learning that builds both their knowledge and their confidence to be inclusive, support all staff and students, and teach this content (Cahill et al. 2025).

Challenge gendered structures

Disrupt masculine structures and challenge assumptions about gendered responsibilities. For example, empower female teachers to adopt leadership roles, promote sports coaching opportunities to all staff, and use all staff members for administrative roles (Hickey and Mooney 2018).

Review school practices

Proactively review and challenge gendered practices. Examine everyday practices, rules, policies and curriculum to prevent unintentionally reinforcing gender norms.

For example, promote and provide opportunities to participate in creative arts for boys and STEM for girls. Avoid assigning discipline roles to male teachers and social event coordination roles to female teachers which perpetuate stereotypes (UNICEF 2021; Cruickshank et al. 2020).

Communicate with the school community

Involve different members of the school community and explain the evidence-based benefits of the curriculum and school inclusivity. Some parents and community members may resist content about gender due to conservative beliefs or values. Communication can clarify the rationale, intent and benefits for all (UNESCO 2018; UNICEF 2021).

Student-led advocacy

Students are not just passive recipients; they are powerful agents of change. Students can advocate for gender equality through:

• active participation – involve students in the design and evaluation of inclusive curriculum programs.
  • Allow students to provide their perspectives on how gender norms affect their lives to ensure the curriculum is relevant and effective (Aguilar Alonso et al. 2024; Cahill et al. 2019; Power et al. 2022)
• challenging norms – empower students with the tools to critically analyse and challenge harmful gender norms in their own communities, in the media, and online.
  • Students can challenge stereotypes and promote equality among their peers (UNESCO 2018)
• peer engagement – students can work with their peers to promote gender equity.
  • This includes activities that encourage understanding of rigid masculinities and support the rights and confidence of girls (UNICEF 2021).