Gender in schools: noticing, discussing, and tackling gender-based discrimination in the school system in the UK and beyond

This literature review explores how gender operates as an analytical category within primary and 
secondary education and examines manifestations of gender-based discrimination in the UK school 
system, with comparative insights from other Global North contexts. Drawing on academic 
publications and reports from 2019–2023, the review identifies persistent stereotypes about teaching 
as a ‘feminised’ profession, gendered expectations in classroom practices, and systemic barriers to 
equality in leadership roles. It also highlights the prevalence of sexism, gender-based violence, and 
discriminatory language in curricula and school culture, alongside the marginalisation of nonbinary and 
transgender students. Intersectional dimensions—such as socioeconomic status and neurodiversity—
are addressed, though research gaps remain. The review concludes by synthesising strategies for 
reducing gender inequality, including reflective teacher practices and whole-school approaches, and 
calls for systemic interventions supported by policy and governance.