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.