VIEW FROM THE CLASSROOM
years ago, we did overhear a few pupils from our upper Key Stage 2 (KS2) cohort mention Andrew Tate’s name. It was clear they knew who he was and what he had said. That got us thinking. We want our PSHE curriculum to be proactive rather than reactive, so in response, we decided to create our own resources to address misogyny head on. We wanted our children to understand why what he says is wrong rather than just telling them it’s wrong.
So, when I received an email about BGS, I was intrigued. After doing my due diligence, I decided to immerse myself in the training module and resources. They were outstanding. I thought I had a good grip of gender stereotypes. I have friends working in sectors where they have broken traditional gender stereotypes. And yet, the training really made me think about some of my own behaviours. I knew then that I should extend the training to all staff and roll out the curriculum to our KS2 pupils. We will definitely embed BGS as part of our PSHE curriculum in years 3, 4, 5 and 6.
Have you seen any immediate changes? The response from staff and pupils has been incredibly positive. Importantly for us, all staff have mentioned the discussions it has sparked in class. Previously, we had spoken to our children about gender stereotyping. But I think what we’ve already noticed is that our children now really understand what it means and are able to apply that thinking. For example, we recently had a visit from a male Gladiator. When we announced the news, children asked us why we hadn’t thought about a female Gladiator which is a brilliant point. As staff and as senior leaders, we should be at the coal face challenging gender
stereotypes as often as we can. Why shouldn’t we have a visit from a male dancer or female astronaut. It’s fantastic that our pupils are now rightly questioning our decisions and want to find out more. As an educator, what more do you want!
What has been the response of parents? Have they been involved in any way? Yes, we absolutely work with parents, and they have all been incredibly supportive. We want them to understand that addressing stereotypes is very much part of the school’s ethos. They must know what to discuss and how we want them to support their child at home. The Global Boyhood Initiative has some brilliant resources for parents on their website, and our goal is to hold a workshop of some description at the start of the new school year so that every new intake of parents receives the same information around the topic. This will allow messaging around gender equality to percolate through the school.
Can you describe a typical PSHE class? Our PSHE curriculum is structured around three core themes: Relationships, Health and Wellbeing, and Living in the Wider World. Each lesson begins with the collaborative development of positive ‘ground rules,’ designed to foster a safe and respectful learning environment where pupils take ownership of their learning. These ground rules are framed positively —for example, “Maintain confidentiality” rather than “Do not share what is discussed outside the classroom”. PSHE lessons are inclusive and interactive, often incorporating discussion and debate. Pupils develop knowledge and skills not only through teacher-led instruction, but also by learning from
one another, promoting a culture of shared understanding and mutual respect.
How have classes changed and adapted over the years?
The focus of PSHE in primary education has evolved significantly in recent years, driven by the increasing prevalence of technology in children’s lives. Online safety has become a key priority, as many pupils now have access to smartphones from as early as seven or eight years old. This connectivity necessitates discussions not only about staying safe online, but also about the broader impact of screen time on areas such as sleep, mental health and attention. Additionally, pupils need guidance on critically evaluating online content, including distinguishing between reliable information and misinformation or ‘fake news.’
What sort of questions do pupils ask? A significant number of pupils tend to accept online information at face value, which highlights the importance of a proactive approach in our teaching. Developing their critical thinking skills is essential to help them question and evaluate what they encounter online. It is not uncommon for pupils to ask why individuals would deliberately share false information, underscoring the need for explicit discussions about misinformation and its impact.
For more information about BGS, visit:
ubit.ly/BeyondGenderStereotypes
To explore the BGS curriculum and resources, visit:
ubit.ly/GBIResources
February 2026
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