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ASSIGNMENT
Reflect on how gender stereotypes might affect your students already at a young age. Describe a scenario you’ve seen in the classroom where gender stereotypes are present and post a reflection (150 words minimum) in this forum as a reply to this post, on how development education methodologies could help combat these stereotypes.
Please also comment on at least one other participant’s post
Think about School Self-Evaluation (SSE) and how Development Education can feed into SSE.
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Gender stereotypes, even at the early years stage, can shape how children view themselves and others. In my own classroom experience in senior infants during socio dramatic play, a moment stood out a male student confidently stated that a female couldn’t be a Garda “because she’s a girl.” This simple, yet telling comment revealed how early societal messages around gender roles are internalised. Such assumptions can limit children’s aspirations and perpetuate inequality from the earliest stages of learning.
Development education offers powerful methodologies to challenge these stereotypes. By using storybooks featuring diverse characters in non-traditional roles, such as female firefighters, male nurses, or children from different backgrounds working together. We can broaden students’ perspectives. Role-play and drama can further immerse children in scenarios that dismantle rigid gender roles and encourage empathy and understanding.
From an SSE perspective our schools focus is DEIS, promoting equality and inclusion can be a integrated targeted area for improvement across the themes. Teacher observations, pupil voice surveys, and inclusive classroom audits can track progress. By embedding, developmental education it can help cultivate a more open, respectful and equal classroom culture.
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Hi Colm,
It is no surprise to me how gender stereotypes have already impacted many childrens views of themselves and others. I liked how you mentioned the use of role-play and drama to allow children to view themselves in different roles that go against ‘tradition’. I think this is a great idea and can easily be incorporated into the classroom as a fun and engaging lesson.
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Yes I agree with your post, particularly when it comes to role play in jobs. The teacher in schools was seen for a long time as the female role, however there is a significant rise in male teachers in schools, which is great to see also! Gender balance needs to be seen to be believed , and when children see a balance in the everyday workforce, it becomes the norm in play.
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Hi Colm,
Welcome to the course. Your senior infants experience shows just how early ideas about gender roles can influence children’s thinking. However, as you’ve mooted development education provides useful strategies to address such societal assumptions. As outlined both storybooks with diverse characters and role-play opportunities are practical ways to encourage more inclusive perspectives. It would be interesting to hear how others are approaching this in their classrooms.
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I agree with Colm about how stereotypical assumptions can limit children. My own daughter used to tell me that girls couldn’t be funny or cool only boys could. We know that these gender stereotypes have a direct impact on the future of many children. It is vital that we continue to debunk these traditional views through inclusive learning.
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Gender stereotypes can affect students from a very young age, shaping their perceptions of themselves and their peers. These stereotypes can start at home and they can further develop in early years in school. I have seen first hand this happen while doing Aistear. Girls gravitate towards the dolls whereas the boys gravitate towards the cars, lorries, diggers, etc. The boys don’t want to play with the dolls as they see them as being ‘girls’ toys’ and vice versa for the boys. This isn’t the case with all pupils, I have just witnessed it with a few. Introducing development education in Junior Infants would be a brilliant idea and it may have a very positive effect on gender stereotypes. It might change what some children consider the ‘norm’ and give them more choice in their play which in turn would make their own experience more entertaining and more inclusive for everybody.
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I agree with you Laura that these stereotypes often start at home. I saw this myself when my younger son asked Santa for a baby and a buggy for Christmas when he was 2. He was the youngest of two boys but the childminder only minded girls and his cousins were girls so he was obviously enjoying playing babies and dolls etc with them. My husband would be very open minded but had to be convinced that Santa was going to bring what he had asked for. We had a similar issue the following year when I suggested Santa should bring a kitchen for the two boys to share.
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Gender stereotypes can begin to influence children’s thinking and self-perception from a very young age, often without them realising it. In my own school, I teach in an all-boys school and often see gender stereotypes in role play activities in the classroom. As a school, we strive to encourage all students in non-gender roles, for example we have a dress up area with ‘female’ traditional roles such as nurses, moms etc in Aistear, and encourage boys to take on different roles during playtime.
We strive to make our pupils aware of gender stereo types and try to counteract it by introducing female scientists, male nurses, or leaders from underrepresented backgrounds—we can challenge children’s assumptions about what is “normal” or expected based on gender. I try to structure group work that assigns rotating roles (e.g., leader, reporter etc. This helps to ensures that all students have equal opportunity to develop confidence and take initiative. Furthermore, discussions around fairness, equality, and empathy—core to Development Education—help pupils critically examine stereotypes they encounter in media, school, and society. By making these biases visible and discussing them openly, we can empower our students to think more freely and broaden their understanding of gender.
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I really like your point about using role play to break down stereotypes — that’s such a powerful way for kids to explore different roles in a safe space. I also think introducing diverse role models, like you mentioned with female scientists or male nurses, makes a big difference because children remember those examples. The rotating roles idea in group work is really smart too — it gives everyone a chance to lead and try something new. Totally agree that making stereotypes visible and talking about them openly is the key to helping kids think more critically and freely.
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Hi Colm,
Your example of gender stereotype shows just how early gender stereotypes can begin to manifest. I completely agree that development education plays a key role in eliminating these stereotypes. Using storybooks and readers with a wide variety of situations and role-play creates meaningful opportunities for children to explore different perspectives. This could be linked to SSE targets to establish a whole school approach to tackling the issue.
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Hi Colm, this is interesting as I also had a similar experience with junior infants role play. I also had an interesting discussion with the children during a Gaeilge lesson on eadaí where the boys started laughing as a boy was chosen to pick a gúna on an interactive activity. I explained that boys can pick a dress too. i found it very interesting that even at such a young age children can be impacted by society ‘norms’. I too used some picture books to challenge the children’s assumptions.
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Gender stereotypes can begin to shape children’s beliefs and behaviour from a very young age, often without them even realising it. One moment that really made me reflect on this was when a boy in my class, who had long hair, was teased by some of his classmates. His hair was also commented on by some teachers to me, wondering why his Mom didn’t just cut it.
The moment in particular was when we were learning about hygiene in SPHE. We spoke about cleaning ourselves and how to look after ourselves. A few children laughed and said that this child had to use conditioner ‘like the girls’ I could see the boy become self-conscious and withdrawn, even though he had always been confident and happy with how he looked.
This small moment highlighted how deeply gender expectations are ingrained, even in young children. Long hair is just hair—but to some of the students, it didn’t “fit” their idea of what a boy should look like. It reminded me how important it is to challenge these narrow definitions and create a classroom culture where difference is not only accepted but respected.
Since then, I’ve made a conscious effort to talk openly with the class about respect, identity, and the idea that there’s no one “right” way to be a boy or a girl. I’ve also been more mindful of the materials I use—choosing stories that break gender norms and offering praise for kindness, creativity, and bravery, regardless of gender.
These stereotypes may seem small, but they can have a lasting impact on how children view themselves and others. By noticing and responding to moments like this, I hope to help my students feel safe being themselves and learn to value each other for who they are—not how they look or what others expect of them.
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Thanks for sharing Aisling. It’s such a strong reminder of how early gender stereotypes take hold, even in simple moments like a lesson on hygiene. It’s great to hear how you responded with open conversations, inclusive stories, and a focus on respect. Those small changes make a big difference in helping children feel safe and accepted for who they are.
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Gender stereotypes are very much in evidence from a very young age. This can begin to develop long before children come to school and can be hugely influenced by the home and by the beliefs and values of parents and others in their immediate environment. From clothing to toys to hobbies and interests, children are often already pursuing well defined paths based on gender.
Having taught in a large mixed school with children from many different backgrounds and ethnicities, I regularly observe gender stereotyping. One example is where some children continue to view cooking and housework as a “Woman’s Job” Boys from certain ethnic groups refuse to engage in activities such as dance, yoga or art, which they perceive to be more suited to girls. Another culture attending our school see much greater value in education for their male children, leading to a high level of absenteeism and a lack of motivation regarding their daughters. Such parental beliefs have enormous implications for student success.
In this module there was a lot of information which could be shared and discussed in the classroom to help combat gender stereotyping eg the child friendly poster on human rights and the clips at the beginning of the module on activism and advocacy before the Bejing declaration. Class discussion and debates in senior classes would be really beneficial in creating awareness and provoking curiosity and thought among students, helping to challenge beliefs and create change in this area.
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Gender stereotypes can affect children from an early age for example children’s toys are heavily marketed to different genders, boys play with cars and girls play with baby dolls etc. This then translates into the children’s views and beliefs in their own lives now, for example what toys they choose to play with and potentially in the future, prejudices to what jobs are suited to men’s skills and women’s skills. As well as toys there are also preconceptions of what girls should look like, presented in the media, often in the home environment and even in school uniforms at times eg: girls wear skirts and boys wear trousers.
An example I have seen in the classroom was a female child who had short hair and wore the school uniform trousers. A friend of hers (not meaning to cause offence) said how she ‘forgot [you] were a girl because you dress and look like a boy’. The child was upset by this and the friend, although apologetic, struggled to see what was wrong with what she said because her belief system was that girls have long hair and wear skirts.
Development education would be extremely important in addressing such situations as well as preventing them. Development education allows children to explore gender at an age appropriate level, using child centered pedagogies with the overall, core message that these perceptions are stereotypes and girls and boys can look, act and be whatever they want. Challenging stereotypes can be achieved by representation in the class books, role play and discussions.
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It’s hard for any parent today to avoid the effects of gender stereotyping. Years ago we had less so I would have played with any toys my older brother got and wore hand-me-down clothing which was more often a lot more gender neutral to get more use out them. Now with children getting more toys and more fast fashion- this is much more strongly marketed to either girls or boys. I know parents who get very frustrated trying to buying clothes for girls that don’t have messages that reinforce certain stereotypes. This then permeates into education.
I teach in a mixed gender class and I teach a senior class. One area that I have see issues can be with dance classes occasionally, where boys can complain that they don’t want to be dancing as particularly from certain backgrounds, they feel it isn’t an activity that they are ‘allowed’ enjoy or that it is not considered masculine. Sometimes looking at role models or real world examples can help myth bust both for girls and boys. Development education lessons on gender help unpack that activities, colours, interests etc are just preferences and part of the package of who we are. I’ve integrated this with maths and data to look at how our interests are not as gender specific as people might think.
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Colm,
This is a thoughtful and well-written reflection. I completely agree with the importance of challenging gender stereotypes from an early age. Your example from the classroom clearly shows how early these ideas form, and I think your use of Development Education strategies is a great way to promote inclusion and equality.
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Even from a young age, children begin to absorb messages about what boys and girls are “supposed” to do, say, or be. These stereotypes can affect how they see themselves and each other, often limiting their confidence to try new things. Boys may feel pressure to be loud or take the lead, while girls may hold back or focus on being helpful rather than assertive. Over time, this shapes how they participate in group work, how they speak up in class, and even which subjects they feel they’re good at.
Development education offers a meaningful way to challenge these patterns. It encourages students to think critically about the world and their place in it. By using real-life stories, group discussion, and cooperative learning, we can help children reflect on fairness and equality. These methods open space for all students to question assumptions, grow in confidence, and see that their potential isn’t limited by gender.
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I have seen lots of examples of gender stereotyping within the classroom even at junior infant level. On one occasion, I overheard a boy telling another boy not to use a pink marker as that was “a girl’s colour”. This particular child’s favourite colour was pink and after this instance, he was a lot more hesitant to use pink.
We did some lessons on how colours are for everyone and looked at lots of images in the media of boys and girls wearing all sorts of colours including some favourite footballers etc to illustrate the points. When the issue came up after that, I would always repeat the mantra that all colours are for everybody, there’s no such thing as a girl’s colour or boy’s colour-you can like every and any colour you want.
I think we as adults need to look at our own gender biases also. I often see teachers asking girls to colour a picture and boys to play with blocks or build in the junior end. We tend to unconsciously comment on how girls look and how strong or brave boys are without a second thought. I think educating the adults is so important here and for this reason, some work around gender would be an excellent addition to staff CPD in schools. Again, this area of development education would link to many areas of the SPHE curriculum and also the Bí Cinealta framework in terms of creating a positive school environment that celebrates diversity, difference and emphasises inclusive, restorative practices. -
Hi Colm,
I have seen very similar responses from children during integrated learning time in infants. Children at this early age can have very black and white ideas about the world and their ways of making sense of what they see and experience.
I think, as mentioned books can be an excellent source of discussion regarding gender issues and can spark conversations around these beliefs and challenge them.
We also have a great responsibility as teachers to critique the sources we are using when teaching children. I remember printing some reources from Twinkl for the hospital and noticing that all the doctors in the photgraphs were male. I reached out to Twinkl and asked them if they could offer more diverse photos with gender roles revesered-ie not just a male doctor and a female nurse.
I think sometimes, we may not have the time or energy to question and critique all our resources that we present to children but I believe we can be more mindful where possible in what narrative we present to children.
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From my teaching experience, I have seen already the impact gender stereotypes has on children. Children are led to believe from a very young age that liking certain toys or colors or games depends on whether you are a boy or a girl. I have seen first hand how gender stereotypes have already impacted certain children. While practicing for our Easter play, I noticed many of the boys would not sing the Taylor Swift song as opposed to all the girls who screamed the lyrics. One child openly said that he did not want to sing it because of his gender. Sadly, I was not surprised by this response from the boys as society has evoked a sense of fear of being picked on or bullied for liking certain things.
Developmental Education focuses on breaking gender stereotypes through interactive and child led lessons which I think will greatly benefit students. It is important to gain an understanding as to what children believe ‘gender’ is and their opinions of what are considered ‘boys’ and ‘girls’ things. Through DE, it is my hope that children will begin to understand that they can do anything they wish to do and it is not defined by their gender. In turn this will promote and encourage children’s aspirations and prevent children from limiting themselves. It is important that children see themselves represented through different stories/discussion that engage the children and actively involve them.
DE can also feed into SSE by promoting its themes including inclusion, collaboration, kindness, acceptance and openness. Encouraging this within the classroom and the wider school community will foster a welcoming and accepting environment. Here children will learn that society should not and will not limit them from being who they want to be.
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Hi Claire, like I outlined above, I’ve also seen how early gender stereotypes affect children’s choices and confidence. I’m excited to explore how Developmental Education can challenge these norms and promote inclusion, voice, and self-belief in young learners through child-led, open conversations and meaningful classroom experiences
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Hi Claire, this is very interesting regarding music and Taylor Swift. It is very apparent from a young age that children fall into these gender stereotypes very easily. I agree with your point that it is important to gain an understanding as to what children believe ‘gender’ is and their opinions of what are considered ‘boys’ and ‘girls’ things. This can vary among children.
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Typical example of gender stereotyping I have observed in classrooms…..Boys may be asked to move furniture or take out the bins (seen as strong), while girls may be asked to tidy up or help younger children (seen as nurturing).
There are far reaching effects of gender stereotyping esp in classroom. Here are only some examples.
Limits Self-Expression: Children may feel unable to pursue interests outside expected gender roles (e.g., boys wanting to dance, girls wanting to code).
Influences Aspirations: Stereotypes can shape children’s ideas about future careers or subjects they think are “for them.”
Affects Confidence: Girls may underestimate their abilities in STEM; boys may struggle to express emotions or seek help.
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In my own experience, I have seen gender stereotyping when I have approached the teaching of knitting and crocheting with a senior class. Some of the boys thought it was ‘unfair’ that they had to learn something ‘girly’. When we explored the issue they discovered that the girls had no natural advantage and that acquiring new skills, in any area, requires patience and practice from everyone.
Development education can help with this issue by investigating these issues before they arise. They also teach children empathy and help them to appreciate that formal education is a privilege they may not all receive across the globe.
The school in which I teach was traditionally a girls’ school. It was only last year we had both girls and boys across all year groups. This led to a lot of reflection among the staff and we realised that some of our practices would have to change in order to be more inclusive and encourage gender equality. It has been a hugely positive move for the school. We realised that having a single sex school from such a young age was encouraging all the children, and some adults, in the community to embrace gender stereotypes.
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In my teaching experience to date, it’s clear that gender stereotypes can significantly influence school students from a young age, shaping their beliefs about what roles, behaviours, and subjects are appropriate for them based on gender. These stereotypes can effect children’s confidence and ambitions—for example, girls might avoid Maths or Science due to the belief that these are ‘boy subjects’, while boys might shy away from showing emotions or pursuing visual art, music. These beliefs can have a negative impact on their academic performance and also personal development.
A teacher might observe this in a classroom during a group activity where students choose roles for a science project. Something that I noted in the year just gone was the boys quickly taking on leadership or ‘building’ type roles while girls are assigned note-taking or more artistic or ‘creative’ tasks. When I asked why, the students responded with statements like, “boys are better at building,” or “girls are better at organising.” Development education strategies can counteract gender stereotypes by promoting critical thinking, empathy, and global awareness, encouraging students to question norms and recognise inequality. Explicit teaching and classroom discussions could help students learn to value and respect different people’s perspectives from an early age.
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That’s very interesting Shane – I’ve definitely noticed the same dynamic with regards to boys gravitating towards leadership or construction tasks and girls doing the same for artistic activities. I think what you’re saying about questioning norms is spot-on: it’s definitely something children feel comfortable with! Drawing their attention to subconscious norms around gender is probably a great way to have them challenge these ideas.
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Hi Shane, you have made some interesting points here which I can relate to! I’ve had a similar experience in recent years while teaching infants that the boys are taking on the construction and building while the girls are going for the dolls and colouring! I always try to encourage classroom discussion too around inequality and norms!
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Gender stereotypes are visible even from the early stages of infant classes, they are shaping students’ beliefs about what they can or should do. In my infant classroom, I observed a moment during a group ‘play’ activity where students were choosing roles for the role play area of doctor surgery. One boy said, “Let the boys be the doctors; the girls can be the nurses” While said casually, it reflected a gender stereotype!!
Development Education methods and lessons can provide a valuable way to challenge these stereotypes.They promote critical thinking and inclusive dialogue. In developmental education lessons we can explicitly create opportunities for students to question the stereotypes and dig deeper and most importantly challenge them to take action. For example, using real life examples that feature female doctors or male nurses from around the world broaden their minds! Group work is important in this case to to rotate roles. Through all of the this, the children can learn that ability and job roles is not determined by the gender.
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I completely agree. It is not until we question it that the children themselves begin to question these stereotypes. Oftentimes it is not done by the children to use gender stereotypes but more so done as that is what they have been brought up to know. Continuing to encourage the children to question and break down barriers will further reduce gender inequality.
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Hi Shane,
It’s interesting that you mentioned boys more readily volunteering for leadership roles within a class project where as girls might opt for or be assigned to more creative or note taking tasks. I have seen it happen in my own classroom on many occasssions and its important to speak into it.
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I’ve also seen the above “can I get a few strong lads to help me move the tables?” I always send half boys and half girls.
I also rotate classroom jobs so that both boys and girls are required to clean paint pallets etc after art as I’ve seen some boys saying that’s a girl’s job or the girls are good at cleaning.
I think it’s so important to call the children out on these stereotypes
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I also rotate the classroom jobs to ensure that boys and girls are all doing an equal share of the cleaning tasks. The first day of last year one of my third class boys asked me at the end of the day if I would like him to sweep up. Some of the boys started sniggering and one even said ‘the girls will do it’. He put them in their place by saying that in his house the boys had to help clean up because his mam was the only girl in house and she couldn’t do it all on her own. Coming from that boy it had far more impact than ir would have had coming from me!
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Although I have been teaching in an all boys school it is still fascinating to observe the gender stereo types that exist even at a young age. On regular occasions I have come across pupils telling each other to ‘man up’ or use the phrase ‘boys don’t cry’. If throw away statements like these are left unchallenged they become embedded in young minds and mistaken for truth.
In September our school will become co educational and I am excited about the change that lies ahead. I am also acutely aware of the importance to acknowledge that gender stereotypes exist and to enable our pupils to become critical thinkers and dismantle these stereotypical notions. This is where development education methodologies can help. Creating an environment that is learner centered and process centered gives the pupils the space to explore and confront stereotypes.
Challenging gender stereotypes feeds directly into SSE. When looking to make improvements in pupils learning and deciding what is best practice for our schools we must base our decisions on inclusivity and ensure that we are effectively promoting equality for all.
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Hi Harriet,
It will be interesting to see how the children adapt to a co-educational setting. I teach in a boys’ school also and firmly believe that co-education is a much healthier setting. I often hear throw-away remarks similar to yours and although the boys don’t really believe them a lot of the time, I do think they feel pressure to live up to societal expectations.
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Harriet, I think it will be a really interesting time for your pupils – and in particular the older boys who are used to hearing comments like ‘man up’ or ‘boys don’t cry’ – these comments are ones they have heard from adults. Boys are regularly complimented on their physical skills and strength – it will interesting to notice the way that adults speak to the girls – are they praised for being pretty, tidy, organised? or scolded for being bossy? Will there be a change in the language that adults speak to all children?
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Gender stereotypes are very much in evidence even at primary school level. From clothing to toys to hobbies and interests, children are often already pursuing well defined paths based on gender. It is important that children not feel stifled or constrained by their gender roles, particularly for young girls.
A scenario I encountered in the classroom related to games and activities on yard. There was a designated area for ball games during yard and due to space constraints children had to take turns to play in small groups during yard time. One of the girls in the class was very passionate about soccer and played for her local club but felt that she was being excluded or deterred by some of the boys in the class when it came to accessing the ball-playing area on the yard.
This necessitated an intervention in the form of classroom discussion around gender expectations and whether or not some children in the class were holding a view that soccer and sports were activities for the boys on yard and that other activities were reserved for girls. It was actually a very productive discussion and the situation was resolved thereafter.
Having said that, I am also constantly surprised by the nuanced and interesting opinions and values many of our children hold in relation to gender – it is certainly the case that there seems to be much more awareness and sensitivity around gender roles amongst children today than was the case when I was their age. -
I teach in a boys’ school. In my teaching experience, I see how boys in a single-sex school can struggle with gender stereotyping foisted on them by society. Boys who do not conform to stereotypical norms can experience confusion and othering when trying to find their own place. On average, I usually see about a third of every class who do not fit the antiquated mould of gender expectations.
An example of gender stereotyping in my classroom that I see repeatedly is the assumption that a nurse will be female, a barber will be male, a fire fighter male etc. I generally explore this type of unconscious bias with my class all the time as this kind of thinking is so limiting and I do not want the children that I teach to make assumptions that hinder their or their female counterparts’ possibilities.
Luckily our school promotes inclusivity and the holistic education of the child. So, although there is a lot of sport embedded into the everyday curriculum and featured in extra-curricular activities, we also place huge value on the arts -music, drama, art and as a staff we are very conscious of teaching and modelling gender inclusivity, critical thinking, empathy and understanding.
Furthermore, as a mother, I have found it extremely frustrating to see the ways in which toys are gendered and costed accordingly – recently I was purchasing Ninjago lego for my son and daughter. Both sets were almost the exact same, bar one of the lego figures featured in my daughter’s box was a female (which is why she wanted it). My daughter’s lego cost 10euro more than my son’s lego. I was incensed! There was virtually no other differences between the two sets. Equally, a few years ago, my daughter was gifted a scrapbooking/ card-making set which she absolutely loved. Her younger brother really wanted his own scrapbooking set, as he really liked participating in arts and crafts with his sister at home, however, every single set that I could find online was heavily gendered towards girls – pink, love hearts, unicorns and glittery. I could not find one that was more inclusive or just less pink and glittery. Once my son saw how heavily the sets were marketed towards girls, he opted out, saying that he did not want one anymore. I was so dismayed as I see how much boys and girls love art and crafts, it can be such a mindful and regulating activity for everyone, yet most of the art and craft sets in stores and online are heavily gendered towards girls.
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Hi Claire,
I was so interested and upset to hear about your Lego experience. I was aware how toys are marketed as maybe girls and boys toys for years and therefore almost ingrained in society at this point, however a price barrier deterring girls from getting ‘boy toys’ or profitting from female representation either way both feel very intentional and very disappointing.
I have also similar experiences of boys avoiding ‘girl activities’ which they clearly enjoy to fit the social norm in the classroom. I found this year some boys loved art and had a great flare for it. However when it came to writing about their favourite subject at the end of the year a loud group of boys jokingly mocked they would say art. After that I noticed no boy put down art as their favourite subject and 9/10 wrote PE to be their favourite subject.
Hopefully through Development Education we can successfully challenge these stereotypes with the children .
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Gender Sterotypes influence children from a young age. It is import at these stereotypes are challenged and development education provides lots of opportunities for this to happen. It has been very interesting to read different scenarios other teachers have encountered on this post. I have encountered a few gender stereotypes in my classroom.
Last year I was teaching junior infants in an all male school. At the beginning of the year, the children asked why we had a toy kitchen in the classroom, I responded that it was for play time. One boy questioned why boys would be playing with the kitchen. This emphasised to me that these sterotypes start as young as 5 years old. It was interesting to see that at the beginning of the year, the children avoided the kitchen however once one child started playing with it they all did,
Another example is whilst doing art and painting spring flowers. We discussed different colours we would need to paint the flowers. A variety of colours were discussed for example, green for the leaves, yellow for the petals. The children were provided with a variety of different pastel colours for their flowers and were allowed to use whatever colour they liked. Pink was one of the fewer options we saw used. Although no one mentioned anything about the colour pink, it was interesting to see it was not the children’s colour preference. I think this re-emphasised for me gender stereotypes and how society emphasises boys liking blue and girls liking pink from as young as birth!-
Gender stereotypes in kids’ sports are common and can have long-lasting effects on confidence, participation, and self-image. These stereotypes often suggest that boys are naturally better at physical activity, more competitive, or stronger, while girls are expected to be less athletic, more passive, or only suited for certain “feminine” sports like dance or gymnastics.
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Gender stereotypes can significantly impact young students by shaping how they view themselves and others. From an early age, children may internalize ideas such as “boys are better at sport” or “girls like dolls.” These assumptions can influence students’ confidence, participation in class, career aspirations, and relationships. In a school environment, such stereotypes may go unchallenged unless actively addressed.
Classroom example:
In a group project, students are asked to divide up roles. The boys quickly choose to be the leaders and handle technical tasks, while the girls take on decorating jobs. When a girl offers to work on the laptop, a boy says, “That’s not a girl job,” reinforcing the stereotype that leadership is for boys.Development education can help challenge these gender stereotypes by promoting equality, critical thinking, and global awareness. Through open discussions, teachers can help students reflect on where these beliefs come from and how they affect others. By including diverse role models from around the world—such as female scientists, male nurses, students can see that all roles are possible for everyone.
Teachers can also rotate classroom roles so that all students experience leadership, creative, and analytical tasks, helping to build confidence and break down gendered expectations. Role-playing, storytelling, and exploring global perspectives can further encourage empathy and understanding.
Incorporating development education into everyday lessons helps students recognize injustice, appreciate diversity, and develop a sense of global citizenship. It empowers them to question stereotypes, respect others, and make inclusive choices. Ultimately, development education plays a key role in creating a classroom culture where all students—regardless of gender—feel valued, capable, and free to be themselves.
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You’ve hit the nail on the head with how much gender stereotypes can mess with kids early on. It’s wild how quickly they pick up on stuff like “boys play sports” or “girls like dolls,” and how that can really mess with their confidence, what they join in on, and even what they dream of doing later in life. And yeah, in school, if we’re not actively pushing back, these ideas just kind of hang around.
Your example of the group project is spot on – it’s so common to see boys just naturally go for the “leader” or “tech” roles, and girls gravitate towards things like decorating. And that “that’s not a girl job” comment. It’s a stark reminder of those stereotypes at play.
This is exactly where Development Education really shines. It’s not just about teaching facts, it’s about getting kids to think critically about these things. Having those open chats about where these ideas come from and how they affect people is super important. And bringing in diverse role models – showing them female scientists or male nurses from all over the world – helps change those narrow views and shows kids that anything’s possible for anyone.
I totally agree with rotating classroom roles. Making sure every kid gets a turn at being the leader, or doing the tech stuff, or getting creative, builds confidence and just naturally breaks down those “boy job/girl job” ideas. Role-playing and stories, especially ones from different cultures, can also really help build empathy.
Basically, weaving Development Education into our daily lessons is key. It helps kids spot unfairness, appreciate how diverse the world is, and feel like they’re part of something bigger. It gives them the tools to question those stereotypes, respect everyone, and just make more inclusive choices. In the end, it’s all about making our classrooms a place where every single student, no matter their gender, feels totally valued, capable, and free to just be themselves.
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In my 1st class, I brought a large dolls house into the classroom one morning. All of the girls flocked around it and the boys looked on from the background. I could sense from some of the boys that they were curious and interested in the house but felt it was ‘for girls’. The following morning I arrived into the class to see not one girl playing with the dolls house but 5 boys happily playing. What I loved the most was not one child in the class saw anything wrong with this. I felt so proud at this moment.
As teachers we teach and model development education in the hopes that the children will not conform to the gender stereotypes we all know so well. This moment further fueled my drive to continue to teach and model development education. Using teacher modelling and questioning we can create strong and knowledgeable learners who will continue to fight for gender equality. -
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Colour has become gendered and can cause problems in the classroom. Children start out so early with pink toys for girls and black and blue colours being used in boys toys. In the classroom boys will not choose pink or purple as a team colour and girls will rarely choose black. If these colours are options in background papers or team colours or table names this can cause meltdowns if someone is on a team with the wrong gendered colour.
In thinking about how we can teach children how this doesn’t matter and that colours don’t have a gender, I have found that children are quite good at saying that colours are for everyone and anyone can wear/play/choose any colour but in reality it is rare to see boys in pink and purple (and have no one make a comment about it) and if a girl chooses to wear black/navy/brown regularly then comments are made about her being less cheerful than the regular pink wearing girls. These comments usually come from adults. We need to live the values that we want to see the children demonstrate.
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Gender stereotypes can show up early in the classroom. In my 2nd class during golden time, I put out a mix of toys—cars, blocks, animals, and dolls. One boy picked up a doll and was laughed at by a few others who thought dolls were only for girls. He quickly dropped it and moved over to the cars, even though he’d seemed excited at first. It was a small moment, but it said a lot about the messages kids already pick up about what boys and girls “should” or “shouldn’t” play with.
Development education can really help here. It gives us a chance to talk openly about fairness, equality, and how people live differently around the world. Through stories, discussions, and role play, we can challenge those fixed ideas and show kids that it’s okay to be themselves.
For SSE, it’s a good reminder to reflect on how inclusive our classrooms are. Are we giving children the space to express themselves without fear of judgement? Are we actively challenging stereotypes when they come up? These are the kinds of questions that help us grow as teachers and make our schools more welcoming for every child.
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Hi Kayleigh,
Welcome to the course. Your story from Golden Time really highlights how early these ideas take root and as these biases are societal the reality is they arewell rooted by the time children get to 2nd class. Your mention of toys reminded me of a simple activity you could try next year for circle time. The gist of it is let children choose a toy and create a story around it. Then develop the conversation around how all toys can be part of any story, for anyone. It’s a simple way to challenge stereotypes with this age group.
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Gender stereotypes really do seep into our school environment surprisingly early, subtly shaping how kids see themselves and everyone else. These beliefs can quietly limit what they think they can do or be, often before they even know what a stereotype is. Boys might feel they have to be “tough” or “good at maths,” while girls might pick up on ideas that they should be “caring” or “artistic,” sometimes pushing them away from things they’d actually love.
A recent example that really stuck with me was when I ran a Doodle STEAM programme for parents and children. It was a fantastic initiative, but when the sign-up sheet was finalised, we had 9 boys and only one girl. This wasn’t a conscious choice by the children, but it highlighted how early perceptions about ‘who does what’ can influence engagement. It seemed to reflect an underlying, unspoken assumption that STEAM activities might be “more for boys,” subtly impacting girls’ perceived relevance or enjoyment.
Development Education offers some great ways to tackle this. First off, by encouraging critical thinking, we can get kids to ask why some activities, like STEAM, might be seen as ‘more for’ one gender. We can bring in lots of different stories and pictures showing people of all genders excelling in science, tech, engineering, arts, and maths, breaking down those old ideas. Also, encouraging empathy and respect for everyone’s different interests helps kids appreciate each other’s unique strengths, no matter their gender. Talking about fairness and including everyone can really help break down those strict categories. And finally, by actively promoting and celebrating girls’ participation in STEAM, and ensuring all children feel equally invited and capable, we can create a school where every student feels free to explore everything they’re capable of, without being held back by old gender stereotypes.
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I completely agree with your observations. It’s surprising how early these stereotypes take hold and influence children’s choices, often without them even realising it. Your example from the Doodle STEAM programme really highlights the need to actively challenge these ideas. Using Development Education to promote critical thinking and show diverse role models is such a powerful way to help children see beyond stereotypes. I also like how you mentioned empathy and respect—these are key to building an inclusive environment where every child feels valued and encouraged to follow their interests, no matter their gender. Creating opportunities and celebrating all students in STEAM is a great step towards real change in our schools
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Hi Ciara. I think you’re right- by encouraging critical thinking we can promote lots of talk and discussion around why we see certain activities as better/more suitable for one gender over another. I also agree that celebrating girls participation in STEM ensures that all children regardless of gender feels capable.
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Hi Ciara, I definitely agree with you that these stereotypes are ingrained and assumed by children and it is important for us to challenge this. I noticed the same pattern with a lot more boys signing up for STEAM club in my school too. I agree with your point about it being important for us to show photographs and evidence of people of all genders doing jobs they might believe are Moreso for ‘boys’ or ‘girls’ to challenge this.
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Hi Ciara,
Thank you for sharing your thoughts with us – I can say that I have had very similar experiences to the one you had with the Doodle STEAM programme. I was involved in a project this year where we asked senior infant children to draw what they felt an engineer looked like. All children in the class drew male engineers – the subtle influences society has on gender steroetypes from childhood cannot be underestimated. My own 18-month old daughter will often point to pink blankets and toys as being ‘Ma-Ma’s’, whilst noting grey toys to be ‘Da-Da’s’. Seeing this really makes you wonder how the human brain picks these things up from such an early stage without any prior experiences of things being for males or females.
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I have noticed how gender stereotypes can affect children even at a young age. For example, in my classroom, I saw boys saying that girls should not play football because it is a “boy’s game,” while girls felt they could only play with dolls or do quiet activities. This kind of thinking limits what children believe they can do and stops them from trying new things.
Using development education methods can help change these ideas. We can teach children about fairness, equality, and respect for everyone, no matter their gender. Through stories, group work, and discussions about different roles people have in the world, children can learn that everyone can do many things and that stereotypes are not true.
This fits well with School Self-Evaluation (SSE) because it helps improve the school environment by promoting respect and inclusion. It also supports students’ personal development and helps create a fair and positive school culture.
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These stories look great! Will definitely use them in class. Thank you for sharing.Gender stereotypes and perceived gender norms can have a significant impact on children and on their well-being. From a very young age, children are exposed to gendered environments. There are assumptions made about the toys they would like to play with, the books they would like to read and the behaviour we should expect from them. If we can remove or at least limit these gender stereotypes in our classroom, we can create a more inclusive environment in which children can feel free to be themselves and explore without fearing judgment. I often observe the impact of gender stereotyping in my classroom. During playtime, I have heard children discuss which toys are suitable for boys and which are suitable for girls. Children also often label colours, books, occupations and sports as ‘for girls’ or ‘for boys’. Through development education, we can challenge these gender stereotypes and encourage our pupils to recognise and question perceived gender norms.
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From my experience I think it is true that children can be heavily influenced by gender stereotypes from a young age. In yard I’ve witnesses children go into their shell more as games get more competitive in 5th and 6th class. To combat this cooperative games and non competitive ones have helped.
After listening to Emma Watson’s speach the negative role gender stereotyping has on males struck me. During SPHE if there is some boys who are dominant within the class who gender stereotype it can be difficult to foster an atmosphere of sharing.I think modeling sharing is an effective way to get past this. I would also love to see more sports people and role models challenging gender stereotypes and showing their vulnerabilities as well as their sporting prowess.
I think the lessons in the module to challenge gender stereotypes are invaluable in creating a positive classroom environment free of gender stereotypes. This will hopefully laying the groundwork to explore the implications of gender stereotypes in Ireland and other parts of the world in an emphatic and powerful way.
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I too was struck by the negative stereotyping of men in Emma Watson speech and that they have been excluded from feminist discourse. Her formal invitation to men shows a willingness to balance the discussion and could be a useful strategy in a classroom dominant with male voices. I hope that boys would actively used feminist to describe themselves and see that they are not the problem but part of the solution to gaining equality for all.
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I have observed gender stereotypes in the junior classes during play time where girls will choose role play with the toy kitchen and dolls, whereas the boys will play with lego, bricks and cars etc. In the older classes few girls will choose sports such as rugby or soccer. whereas boys show little interest in art and craft. Through Developmental Education I would hope that this would change their mindset and pupils would gain an understanding as to what they believe ‘gender’ is through interactive child led lessons. If this happens at a young age child will begin to understand that they can do anything they wish to do and it is not defined by their gender.
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In an all-boys Second Class setting, I’ve seen how gender stereotypes can start shaping behaviour and self-image from a young age. There’s often a strong expectation around what boys “should” like; football at PE etc Without regular interaction with girls, I fear it can be harder for these pupils to challenge stereotypes or see beyond narrow expectations. Development education can help here. By using stories, role play, and examples from different cultures, we can show that boys and girls around the world take on all kinds of roles and interests. Highlighting empathy, cooperation, and fairness as strengths—not weaknesses—helps shift the culture. It also encourages boys to be themselves without fear of judgment, which is especially important in a single-gender environment where differences can stand out more.
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Hi Daniel,
Thank you for this post. As someone also teaching in an all-boys school, your experience is something I can relate to. In some cases, we can even see it at earlier stages, particularly around class plays and the choice of toys and roles during Aistear sessions. The reality is that this is being subconsciously drilled into both boys and girls from a very young age, and it is something that needs to be explicitly tackled. This may involve the use of role play, stories, etc. as you have mooted. The book ‘Amazing Grace’ might be a good reference point to those wishing to look at this with their class.
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Gender stereotypes in children can significantly influence how they see themselves and their potential. In the classroom, these stereotypes can have a profound impact on children’s self-esteem, academic performance, and motivation to participate fully in learning activities. I’ve observed gender stereotyping during play in my classroom. I’ve noticed that boys often dominate construction play, making it harder for girls to engage equally. This a reflection of the underlying gender stereotypes in play preferences and participation. These stereotypes can restrict girls’ opportunities to develop spatial skills and problem-solving skills.
Development Education encourages children to think critically and be able to recognise and question these gender stereotypes. The Plan International lessons in the teacher’s handbook provide excellent resources for teachers to address gender stereotypes effectively. Ensuring we as teachers create inclusive learning experiences that question traditional roles and promote equality is a crucial part of development education which will help to combat gender stereotypes.
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Gender stereotypes have a significant role on the development of young children in Irish classrooms today. Children are constantly pressured into making decisions about how they look, feel and act based on their gender. It is imperative as teachers that we educate children about these stereotypes and to not let these preconceived ideas dictate their lives.
One particularly scenario I remember from my school was during lunchtime supervision where I was near the senior boys Gaelic Football game. One particular girl who played for her county underage and was extremely passionate about the sport wanted to play. The boys refused suggesting that she should go ‘skipping’ or ‘chatting’ with the rest of the girls. This behaviour is obviously unacceptable yet the reasoning behind their refusal remained unclear. Did they feel girls didn’t belong in football or did some feel they would be humiliated if a girl of that footballing calibre would show them up in front of their peers.
Lessons around these stereotypes are vital in order to teach our young people that these barriers need to be broken and lives do not have to follow stigmas. I had to chat to this particular class about what had happened and their classroom teacher held a discussion on stereotypes which she believed led to positive change thereafter.
Developmental Education can be incorporated into SSE by making sure all classrooms are taught about acceptance and inclusion. Once the children see the whole community acting in the same manner towards each other this will help foster a more welcoming environment. It will create a positive atmosphere where all children can feel safe to act and be who they want to be.
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Thank you for sharing that powerful example — it really highlights how deeply rooted gender stereotypes can be, even in settings where inclusivity should be the norm. That young girl’s experience is disheartening, especially given her talent and passion for the sport. Whether the boys’ refusal was based on outdated beliefs about gender roles or a fear of being outperformed by a girl, both point to the need for deeper education around equality and respect.
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Hi Tadhg,
Thank you for this post and for sharing your experiences of gender stereotyping in action within the school grounds. This is unfortunately a very common occurrence in so many schools and community organisations. As you have pointed out, the inclusion of a series of classroom lessons may be the only way to tackle and address this. The use of ‘big books’ can be an excellent way of tackling sensitive issues such as this, as children are discussing the characters in the book rather than themselves. The book ‘Amazing Grace’ by Mary Hoffman is a great choice for tackling gender stereotyping.
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I’ve observed how gender stereotypes shape children’s behavior even in early childhood. One scenario that stood out was during free time in my classroom: the boys instinctively ran outside to play football, while many of the girls stayed behind to help clean up the classroom. When I asked a group of girls why they weren’t playing, one replied, “That’s the boys’ game. We’re supposed to help clean.” This moment made me reflect on how ingrained societal expectations can be—even in very young children.
Development education methodologies can be powerful tools in challenging these norms. By incorporating activities that promote critical thinking, equality, and global citizenship, we can guide students to question stereotypes and embrace diversity. For example, encouraging role-play, storytelling from diverse cultures, and group problem-solving activities where roles rotate can help children break free from rigid gender roles and view tasks and interests as gender-neutral.
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I also have experience of similar situations where I have received similar responses like “that’s a boys job” or “girls don’t do that”. I have found this to particularly prevalent across some cultures and backgrounds. I have found this difficult to navigate at times. I always want to be mindful and respectful or all children’s familial beliefs and customs and I want to be careful for children not to be overwhelmed and conflicted by mixed messages from home and school.
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Completing this module has really helped me to reflect on my own practice as a teacher and how my own gender stereotypes are unintentionally imbedded in my own day to day practices and teaching i.e. things like asking “all the boys to line up together and all the girls line up together”/choosing girls for tidying up, organising or creating art displays and choosing boys to do heavy lifting activities such as moving desks or gathering and replacing P.E. equipment.
I need to be aware of how this can shape my student’s attitudes, behaviours and aspirations for the future and the significant implications this can have on their development and learning. These stereotypes can influence children’s self-image and confidence. I can see how this could lead students to avoid actively participating in certain subjects or activities if they have gained the feeling that they are less capable or it is less “gender appropriate” for them to participate in an area. These gender stereotypes may cause children to feel pressured to hide any perceived shortcomings, preventing them from seeking assistance and support and ultimately falling behind and falling into the trap of the “self-fulfilling prophecy”. This could create huge anxiety and isolation for those who don’t fit the mould as such.
Instances in the class where I have seen these stereotypes being typically apparent is during school shows or plays such as the Christmas nativity. For example, a girl being chosen for, what may typically be perceived as a male role or vice versa i.e. to be chosen as one of the 3 Kings has caused unease and distress between students and parents alike. I found this issue to be more prevalent among the junior classes; junior to 2nd and 5th and 6th classes. I’m assuming this is an innocence among the younger classes and a self-consciousness among the older classes, again a reflection of the ingrained gender stereotypes children are exposed to from a young age. I think simply reflecting on our own practices and being conscious of not reinforcing our own unintentional stereotypes will go a long way to help combatting these stereotypes.
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I’ve also noticed how easy it is to fall into small habits like asking boys to lift things or girls to tidy up without thinking. Your example about the Christmas play reminded me of similar situations I’ve seen, where certain roles are assumed to be more “suitable” for boys or girls. I agree that Development Education really helps us reflect on these patterns and make more conscious choices in our language and classroom routines. Small changes can make a big difference.
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Hi Ailish…so true, it is so easy to fall into the trap ourselves of assigning traditional roles to different children. Also, even saying things like ‘boys and girls’ can be difficult. In the RSE course I completed a couple of years ago, the facilitator pointed out that we cannot presume that all the children in our class identify as one or the other. It can be such a minefield!
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I agree Elaine, having completed this module it has really helped me reflect on my own practice in my classroom, little tings where we are unconsciously embedding gender stereotypes. Small changes in future teaching will make a big difference. I completed a Summer course a couple of years ago on LGBT+ and it really opened up my eyes to how we as teachers represent gender identity, it has changed my teaching where I hope I am more inclusive and mindful, and this module has further reinforced this.
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Gender stereotypes are recognisable from an early age in the primary classroom. During free play and Golden Time, girls often gravitate towards dolls and arts and crafts activities like colouring, while boys tend to go for Lego, football, or construction toys. I’ve even overheard children saying things like, “The boys want to play with that,” or “The pink one is only for girls,” which really shows how these limiting beliefs take hold early on. I’ve also seen it in emotional situations—like a time in a senior class when a boy was told not to cry by his peers after getting hurt in P.E., while a girl in the same situation was comforted.
These traditional views often seem to be passed down from home or society—where families may not even realise this is happening. There are still many households today where the father is the breadwinner working outside the home, and the mother is the homemaker.
I think Development Education can play a big role here. Using stories, videos, and real-world examples that challenge gender norms helps children see that roles aren’t fixed. Mixed-group activities and open discussions around stereotypes can make space for empathy and help students develop a more inclusive mindset.
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Even at a young age, gender stereotypes can place limits on a child’s ambitions and aspirations – the roles in which the see themselves, their future achievements, and so on. I remember once asking a group of children in an infant primary school in London to draw a picture of a scientist – what did they think a scientist looked like. Without exception, they all drew men in lab coats surrounded by vials and strange apparatus. Nobody saw a female scientist. Equally, when I asked some children at the senior infant level what they would like to be when they grew up, generally speaking the boys wanted to be soldiers, police officers, footballers and video gamers. The girls wanted to be stay at home mums, nurses, teachers, and influencers.
Development education methodologies can help combat or challenge these stereotypes by providing children with examples of people in non-traditional roles. It can encourage the children to think critically about the ideas they have about gender and gender roles, through discussions about stories, pictures, videos, and by providing opportunities for all children to engage with games, toys, activities that might be seen traditionally as belonging to one particular group.
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Hi Anna,
Welcome to the course and thank you for contributing to the discussion here. It is so true that assumptions around gender roles are embedded in young children from an early age. The reference you made to all children drawing a make scientist is very similar to an experience I had this year when children were asked to draw an engineer. These assumptions and stereotypes are often a reflection of what our children experience within society. As you have said, development education provides the ideal platform to challenge some of these and ask children to think about the various assumptions that might be made around who should be taking certain jobs, roles, etc.
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Hi Anna,
You have made very valid points here in terms of how children are exposed to stereo typical roles from such a young age. Often, when questions are asked of pupils of what they would like to be when they older the boys will always imagine themselves as ‘blue collar’ workers such as plumbers, electricians etc. The girls will always want to be the ‘white collar’ workers such as teachers, nurses, etc.
I think educating them from a young age will help them view things differently.
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Gender stereotypes can begin to shape children’s beliefs and behaviors from a very young age, often subtly reinforced through media, toys, language, and even classroom dynamics. As a primary teacher, I’ve seen how these beliefs can limit students’ self-expression, and interests.
One scenario that stands out occurred during a classroom activity where students were asked to choose roles for a group project. A boy quickly volunteered to be the “team leader,” and a girl, who had just as much confidence and ability, quietly offered to take notes. When I gently encouraged her to consider leading, she hesitated, saying, “Boys are usually the boss.” This moment made me reflect deeply on how ingrained these ideas are even in children as young as seven or eight.
It’s a reminder of the importance of actively challenging stereotypes by ensuring equal opportunities, using inclusive language, and highlighting diverse role models. As teachers, we must model gender equity and create a classroom culture where all children feel empowered to lead explore, and defy limiting expectations.
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Hi Joan,
I agree, I think it is hugely important as teachers that we empower students to defy limiting expectations and help students realise that gender should not be a barrier to achieving goals. By constantly challenging gender ‘norms’ children will hopefully empower children to have a broader perspective and experience in education.
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Gender stereotypes are rooted and reinforced from a young age and can have negative and damaging impact on children’s future. We as teachers are in a position to challenge these stereotypes and I feel that the lesson plans on this module are a great support. It was great to see the video lesson on “rights” in action and the topic explored with the class. It was really insightful and something that I will do with my own students.
Gender stereotypes in the classroom can limit the students potential by reinforcing narrow views of what boys and girls can do. To challenge these stereotypes, teachers can promote inclusive language, provide diverse role models, and encourage students to explore interests without gender constraints.
Examples of typical stereotyping evident in my classroom is the assumption that females and males do certain jobs. This became evident when we were exploring the topic “People at Work”. For example, the assumption that nurses are female and when I got them to draw a picture of a mechanic, all children drew a male.
Development Education in our schools will help to change children’s assumptions around gender roles and create a space for open discussion around stereotypes.
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Having taught middle and upper primary in a range of international contexts over the past few years, I’ve consistently found that students are highly aware of gender stereotypes. To varying degrees, they understand the harm these stereotypes can cause, and in classroom discussions—whether through Moral Education in the UAE, Ethics in Belgium, or Learn Together and SPHE in Ireland—they tend to engage thoughtfully. More often than not, I hear questions like, “Why would people think girls can’t do XYZ?” rather than encountering those misconceptions directly.
However, it’s interesting to contrast these classroom responses with how gender plays out during social time. In the yard, girls often group together and chat, while boys tend to dominate the football pitch. In pop culture discussions, boys may still feel embarrassed to admit liking artists like Taylor Swift or be reluctant to wear pink bibs in PE.
In my experience, many girls have grown up with empowering messages and strong female role models, whereas boys can sometimes be more vulnerable to damaging ideas around masculinity—particularly in the age of influencers like Andrew Tate. I’ve only ever worked in co-educational settings, so I’d be curious to see how these dynamics shift, if at all, in single-sex schools.
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I really agree with what you said. It’s great that students are starting to question gender stereotypes in class, and it’s nice to see them thinking about fairness. But like you mentioned, things can be very different outside the classroom. I’ve also seen how boys usually take over the football pitch and how some boys feel shy about liking things like Taylor Swift or wearing pink.
You made a good point about boys sometimes being more affected by messages about how they “should” act. These ideas can come from social media or influencers and can be hard for them to deal with. I also wonder if things would be different in single-sex schools. Maybe students would feel less pressure to act a certain way, but it would be interesting to find out.
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Gender stereotypes can begin to shape children’s perceptions of themselves and others from a very early age. These ideas are often unconsciously reinforced at home and can become further embedded during a child’s early school experiences. During my time as a primary school teacher particularly in the junior end, I observed how certain play choices tended to align with traditional gender roles. For example, many of the girls gravitated towards the dolls and home corner, while the boys were more inclined to play with cars, diggers, and construction toys. Some boys didn’t like to be part of any group that had a pink theme and the girls also didn’t want to choose blue for different activities. It feels as if the pink and blue ideal is firmly ingrained before the children even enter school, a clear indication that gendered perceptions of gender stereotypes were already taking root. While not true of every child, these patterns were noticeable and concerning.
Introducing Development Education (DE) at the Junior Infant level could be a powerful step towards challenging and reshaping these early stereotypes. DE encourages inclusivity, respect for diversity, and critical thinking, even at a young age. By embedding messages of equality, fairness, and representation into early learning experiences, we can begin to shift pupils’ understanding of what is considered ‘normal’ or acceptable for boys and girls.
I would try to involve promoting open-ended play where all children are encouraged to engage with a wide variety of toys and roles, regardless of gender in my class. Storybooks featuring diverse characters, classroom discussions around fairness, and modelling inclusive behaviour are also a method I would use in my class, as they all contribute to an environment where children feel free to explore their interests without fear of judgment. I would move away from segregating children according to gender, for example I would have mixed lines, and mixed teams in sport. Over time, this approach can lead to more inclusive, balanced experiences and help foster greater self-confidence, empathy, and mutual respect among pupils.-
Hi Edwina,
Thank you for your detailed and comprehensive post here, where you have raised a number of very interesting points around gender stereotyping. Play choices is a place where I would have also experienced a lot of this with junior classes, and this can then be carried through to games and activities that happen in the classroom or on the yard in later years. Your point around bringing development education in straight away in the junior classes, with a focus on looking at gender roles is so important in stifling this before it becomes a larger issue as they get older.
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Genderstereotypes are most certainly evident from a young age.
My own brother in law didn’t want nephew getting a kitchen because he was a boy, it was the toy he most played with when he came to my house. I challenged this with him saying he would more than likely grow up to be a daddy himself and cooking for his family etc and he ended up getting the kitchen. My sister was a tomboy and when she was in junior infants wanted a John Deere tractor and action man walkie talkies people said to my mam “you’re not really getting that for her are you?” She said if that’s what she wants that what she gets. You can see it also when people are buying baby presents they buy pink versions of toys for girls and more neutral ones for boys, dolls for girls, tractors and cars for boys.
This year with my 5th class we did a lesson on the advantages and disadvantages of being a boy/girl and it was so interesting to see the opinions of both sexes. Each point was written up on the board exactly as it was called out but a discussion followed on that opinion and others were given time to give their opinion. It was evident that some children were willing to stand up and speak for the other side and their opinions were very strong. The children found it most beneficial to see both perspectives. It was a guided open conversation where both sides got their say but they started to empathise with the opposite gender and see the other side of the story. It followed with how could we better phrase that point now after our discussion,would we change the way you originally said it.
A class in my school the girls were far sportier than the boys, on sports day the boys insisted on playing a football match boys v girls, the girls won and the boys were not happy at all. They insisted again on boys v girls for tug of war to show they were “stronger than the girls and that they would easily win this and redeem themselves” (which they didn’t ) They then blamed the teacher and started calling her sexist.
In my own class last year the boys wouldn’t pass to the girls in PE even though several of the girls play sport outside of school. Class discussions followed and we did lessons on women in sport and the children were encouraged to come up with solutions themselves.
Development education methodologies can help combat these stereotypes by teacher having an active role in shaping the learning, asking the children why they think a particular way or why they say this this and challenging these stereotypes and having meaningful discussions with the children encouraging them to see others point of view. Encouraging children to challenge inequality and value and respect others opinions feeds directly into SSE promoting inclusivity, celebrating difference and looking at the holistic education of the children. I feel we do a very good job of this in an educate together setting .
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Gender stereotypes can influence children from a very young age, often without us realising it. I became more aware of this during a class discussion where some boys noted that girls are often treated more gently or not expected to excel in subjects like science or maths. It made me reflect on how everyday language and activities can shape children’s self-beliefs. A BBC experiment reinforced this for me: babies dressed in clothes associated with the opposite gender were offered “typical” gendered toys by volunteers. Those perceived as boys were given trucks and diggers, while those seen as girls received dolls and soft toys. This highlighted how unconscious bias begins early. When I raised this in a staff meeting, some colleagues felt we were already progressive, but I believe gender stereotyping is often subtle and needs deeper attention. I feel that Development education can help by promoting empathy, questioning norms, and introducing diverse role models to challenge these assumptions early on.
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I forgot to address SSE:
I work in an Educate Together school, so gender equality would be a core value. Using school self-evaluation, we could review things like how we promote subject areas, student leadership roles, and student voice to spot any gender gaps.
The Learn Together curriculum supports this through its focus on equality and links to the UN Sustainable Development Goals, especially Goal 5: Gender Equality.
By building this into our SSE process, we make sure our school stays inclusive, fair, and reflective of our values.
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Gender stereotypes are very much present in our classrooms in everyday life. Obviously in the junior setting you will witness situations whereby the boys will gravitate towards the toy tractors and cars in the sandpit, whilst the girls will reach for the dolls. I also found a situation whereby the boys wanted to play football all the time during the PE lesson whilst the girls were more open to sampling a variety of other sports including basketball and rounders. In the school playground, instances of bad behaviour are nearly frowned upon more if girls are involved, whereas incidents with boys can be deemed ‘rough play’. I distinctly remember a situation that arose last Christmas when a relative of mine wanted to buy a kitchen for her son but was encouraged not to by her partner as it was suggested it was ‘too girly’!
I feel that development of education in the classroom would help educate the children in understanding different gender roles.
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From my experience gender stereotypes affect students from a very young age. As mentioned by many people here from a very young age they talk about the fact that girls wear pink and boys don’t. We have an annual Pink Run fundraiser every year and the first year I had boys complaining that boys and men don’t wear pink. I showed them a picture of Messi in his pink Inter Miami jersey. It turned out lots of them had that exact jersey but they didn’t count it as being pink because it was a football jersey! These gender stereotypes are also frequently seen in relation to sports. We have so many girls who love soccer and play for local clubs and yet very often many of them don’t play in the school yard. From speaking to these girls some of the reasons they have given are that the boys tell them that only boys are good at soccer, boys refusing to pass to them and boys going in for unfair tackles. I genuinely believe some of this comes from insecurity on the part of the some of the boys- the girls who excel at the game are often the ones who are targetted, perhaps because the boys have a fear of being ‘shown up by a girl’. We encourage both boys and girls to play together and frequently teach them about the importance of inclusion and fair play however, in many cases their views come from outside influences. We talk about giving equal support and media coverage to women’s sports, yet just yesterday the lack of support for women in sport could be seen in Croke Park when despite having the same two counties playing in a camogie and hurling double header, most of the spectators only turned up to support their hurling teams. We also see it in the way sports are marketed to children. Many of the sports loving pupils I had this year love to read the ‘Football Heroes’ series of books and I overheard two of the girls who were reading them saying they would love to find football books about female players so I decided to order some for our class library. To my dismay I discovered that out of over 100 books in the series I could only buy eight that were about female footballers (and the fact that only two out of the eight weren’t English players didn’t go down too well with my class either!)
We also see it in how both boys and girls view jobs and careers. I had a boy this year ask me when the male teachers in our school were going to leave to become principals. When I pushed him on what he meant he said ‘Men teachers end up becoming principals and women teachers always just stay as teachers’. When I thought about his experiences in school his current principal is male and his previous principal was male. He was actually taken aback when one of his classmates spoke up and said that it wasn’t true because her mam is a principal. We try to encourage pupils to look beyond traditional gender roles when we bring speakers in to the school. For example for a parent of a child in my class is a chemical engineer and so for Engineers Week she comes in along with a dad from the school to talk to the classes.
From a SSE point of view we should use development education to ensure that we are working on inclusion and equality as targeted areas for improvement in our school.
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Hi Nicola,
Lots of what you said really rang true in my teaching experience, and shows the need to continue to address it. Soccer at yard time was often dominated by boys, and they wanted access to the grass every day. It became clear others were missing out, so we introduced a timetable with “football-free” days to make space for different games and groups. We also set up a girls and boys football team to represent the school and we’re so happy, especially with the girls as lots of them were trying the sport for the first time, and those who already play for clubs became real leaders for us. On the topic of stereotypes, I once did a lesson where pupils had to draw different professions, e.g. doctor, nurse, firefighter. Most of the drawings showed traditional gender roles: male doctors, female nurses, etc. Using SSE to highlight and address these biases is essential to making real change.
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I find that boy’s comment about the male teacher becoming a principal really very interesting. There is undoubtedly a glass ceiling in education and while women are overly-represented in the profession, men are disproportionately represented in leadership and all other areas e.g. Oide, the inspectorate. It is one of the most pressing issues in leadership and often one that isn’t spoken about for fear of rocking the boat. Hadn’t you a very astute and observant child in your class?!!!
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Gender stereotypes can affect children at a young age. Often they are very simple and can affect how the children perceive themselves in society and can affect their own choices- and careers later on. It starts so early in a child’s life that it is hard to see it as a rule it is normalised- girls with dolls insinuates that women are better caregivers and homemakers and boys with machines insinuates that men are better at maths and are strong. In school it can come across in the classroom that girls are quieter and expected not to answer back and boys can ‘get away with’ this behaviour. Development education can highlight the opposite of this- showing female soldiers, male nurses etc. In school we can highlight this-even locally mentioning the local female firefighter etc. it is important in the older classes to explore these gender stereotypes in media,schools and society in general. Through Development Education we can explore careers for the pupils that are not defined by their gender.
In School self evaluation it is possible to ask are our children encouraged to be open and accepting to all scenarios. It should be normal for the girls and boys to do the same jobs around the school and all subjects are encouraged for all e.g. sewing- fabric & fibre is for all.
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Hi Mel,
Thanks for sharing your thoughts and experiences with us here. I’m sure there are many of us on this course who can attest to have experienced similar things relating to gender stereotyping. Despite children not being explicitly taught that something is ‘girly’ or ‘manly’, the way in which they experience society leads to them forming these opinions and thoughts at a remarkably young age. The ‘new baby’ packs sold by many businesses will be categorised as pink and blue, with dolls potentially included in the ‘baby girl’ pack, etc. It takes us time to challenge these and looking at development education themes in school can be a great way of achieving this.
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From a very early age. gender stereotypes influence how young children view themselves and others. From the very outset, pink is pigeon holed as a colour predominantly worn by girls and blue for boys. In my classroom, such stereotypes are frequently observed during freeplay. Boys are usually hesitant to allow girls to join in their construction games and the children are usually limited to stereotypical influences when choosing costumes such as firefighters etc. These stereotypes reinforce limiting beliefs.
Development education can play an influential role in challenging these stereotypes. For example, using storybooks that highlight girls working in stereotypical male dominated roles such as engineers or building and boys in traditionally female roles, will normalise diversity in these roles. Reversing traditional roles during role-play will give children the opportunity to explore a more diverse range of roles while breaking down stereotypes.
In terms of SSE, development education can be integrated into our action plans under the themes of equality and well-being. Using surveys and focus groups to gather pupil voice, we can track our schools progress in creating a more inclusive environment. -
Gender stereotypes can begin to shape children’s thinking and behaviour from a young age, it can also influence how they see themselves and others. In class, I observed a moment during free play when a group of boys chose to play with building blocks while a group of girls went toward the play kitchen. When a girl tried to join the boys, one boy told her, “Girls don’t build things.” Although this was said without malice, this comment clearly showed a stereotypical belief that engineering or construction activities are more appropriate for boys.
Development education can help stop these kinds of ideas by promoting critical thinking, inclusivity, and global citizenship. It encourage children to question assumptions and consider different perspectives. We can read books with strong boys and girls in different roles, talk about fairness, and do activities that mix everyone together. This helps children learn that anyone can do anything, no matter if they are a boy or a girl. -
I have taught in an all boys school for nearly 20 years. I have seen gender stereotype quite regularly throughout my career, particularly when it comes to involvement in sports. However, there has been a change in recent years.
When I first started, it was a very “sporty” school. There didn’t seem to be many extra curricular activities available for boys, both in school and the locality, other than GAA and soccer. However, now we have chess clubs, art clubs, STEM clubs, and the perception that all boys should like sports is gone. Most boys enjoy singing in choir and see these as a strength and not a weakness to be involved in the arts. We have a cross over of boys who enjoy all activities across the board. It’s very encouraging to see the boys flourish and be themselves without the worry of gender stereotypes.
In SSE, it would be important to gather the evidence from sources to share with the children. I would, of course, take action that would lead to improved learning for the children when we learn about gender equality.
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It’s really encouraging to hear about the progress your school has made over the years. It’s a powerful reminder that change is possible when schools create space for students to explore their full range of interests without fear of judgment. The shift from a “sport-only” culture to one that embraces art, music, STEM, and chess is a fantastic example of challenging traditional gender stereotypes in a meaningful, student-centred way.
Your point about using SSE to gather evidence and then sharing that with students is so important. Development Education can really support this by encouraging critical thinking, empathy, and a broader understanding of identity and equality. It’s great to hear that you’re fostering an environment where boys feel confident to be themselves. Well done to your school.
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Hi Aoife,
I really enjoyed reading your response. I agree that in the past, even as a child myself, there was a seemingly greater emphasis on sports for boys and different hobbies (e.g. art, drama) for girls. It is great to see the progress made over the last few years, regarding extra curricular activities. In my school, there are also opportunities for children to become involved in STEM clubs, dancing, etc. which is wonderful as all children, regardless of gender, may enjoy other hobbies outside of sport. It is very encouraging to hear that this is happening all over the country.
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Gender stereotypes are evident from the second a child comes out of the womb, not to mind by the time they reach school going age, by which time, they are often fairly embedded and take some unravelling! It is something that I am often heard on my soapbox about – from the clothes we put children in, to the toys we give them, to the behaviour that we normalise (e.g. “the boys are wilder and more energetic”, “the girls are so caring”), I always work with my Senior Infants on dispelling many gender stereotypes for what they are – utter ‘NONSENSE!’, as my children shout at me in the classroom!
I link much of this with history and development education where we talk about girls lack of access to education. I work hard to create a safe environment where gender stereotypes are challenged and not tolerated. I was heartened two years ago when a child in my class who was identifying as a boy came in wearing a skirt and denim jacket, more traditionally worn by those identifying as a girl. I admired them and the general environment in the class meant that none of the other children commented negatively. Unfortunately, when he went to yard, a group of children from another room who had not focused on development education and as much on challenging these stereotypes, commented in a nasty way to him. I spoke with his mum later in the day and she told me how he had always worn dresses and skirts in play school but after an incident in the playground just before Junior Infants, he had stopped. The environment created by challenging the gender stereotypes had given him the confidence to wear what he was happiest in. It really highlighted the positive impact of challenging gender stereotypes from a young age.
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Gender stereotypes are evident from the second a child comes out of the womb, not to mind by the time they reach school going age, by which time, they are often fairly embedded and take some unravelling! It is something that I am often heard on my soapbox about – from the clothes we put children in, to the toys we give them, to the behaviour that we normalise (e.g. “the boys are wilder and more energetic”, “the girls are so caring”), I always work with my Senior Infants on dispelling many gender stereotypes for what they are – utter ‘NONSENSE!’, as my children shout at me in the classroom!
I link much of this with history and development education where we talk about girls lack of access to education. I work hard to create a safe environment where gender stereotypes are challenged and not tolerated. I was heartened two years ago when a child in my class who was identifying as a boy came in wearing a skirt and denim jacket, more traditionally worn by those identifying as a girl. I admired them and the general environment in the class meant that none of the other children commented negatively. Unfortunately, when he went to yard, a group of children from another room who had not focused on development education and as much on challenging these stereotypes, commented in a nasty way to him. I spoke with his mum later in the day and she told me how he had always worn dresses and skirts in play school but after an incident in the playground just before Junior Infants, he had stopped. The environment created by challenging the gender stereotypes had given him the confidence to wear what he was happiest in. It really highlighted the positive impact of challenging gender stereotypes from a young age.
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I have a recent example of gender stereotypes from my classroom. I observed a situation during free playtime in my class when a girl, was playing with the building blocks and a boy approached her and told her that she couldn’t play with the blocks because blocks are for boys. I thought the situation would solve between them but eventually I had to step in.
Reflecting on this I see how important development education is to help educators with methodologies in addressing biases. Through development education we can learn strategies and skills to address such situations. We also learn about resources and workplans for incorporating development education. It is really important in my opinion to do this from a young age. Ultimately, by integrating development education into our daily teaching practices we can significantly empower our students to explore their identities freely, without the constraints imposed by harmful gender stereotypes-
Hi Helen,
Thanks for sharing, another powerful example of how early gender stereotypes can appear and why it’s important to address them.I agree, development education provides useful tools for tackling bias, including strategies, resources, and workplans that can be integrated into everyday teaching. Starting early helps foster a more inclusive and respectful classroom environment.
As you will have already noticed, Plan’s Development Education Handbook for Teachers is a great support,not just for gender, but across all DE themes. If you’d prefer a hard copy for next year, feel free to email us at cpd@teachnet.ie with your schhool address and we ca arrange to have a copy sent out in September.
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Hi Helen,
I really enjoyed reading your post, I have had similar experiences in my own classroom and it really highlights that at such an early age that young children are influenced as to the gender stereotypes. As teachers it really is important to exposing the children to a wide variety of role models and encourage all children to explore their interests freely, regardless of societal expectations.
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Gender stereotypes begin influencing children from an early age and often shape their self-perceptions, career aspirations, and behavior in the classroom. I recall a scenario in a junior classroom where a group activity involved building a simple structure with blocks. A boy quickly took on the leadership role, directing others, while the girls were more hesitant and often deferred to him. When I later asked why, one girl replied, “He’s better at building because boys do that.” This moment highlighted how deeply embedded gender assumptions can be, even in early education.
Development Education methodologies—such as critical questioning, cooperative learning, and global citizenship themes—can challenge these assumptions. By exposing students to diverse role models and encouraging reflection on fairness, rights, and equality, we can foster more inclusive attitudes. Integrating this into SSE allows us to evaluate how our teaching practices either reinforce or dismantle stereotypes, and adapt to promote equality and student voice.
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Thank you for sharing such a powerful and heartfelt reflection. Your example really captures both the deep-rooted nature of gender stereotypes and the positive impact that a safe, inclusive classroom environment can have on children’s confidence and identity. I love how you actively challenge stereotypes with your Senior Infants and empower them to see these ideas as “utter NONSENSE!”—that phrase alone shows how deeply your students are absorbing and internalizing those lessons.
The story about the child wearing the skirt and denim jacket is incredibly moving and shows how critical early intervention through Development Education can be. It’s also a strong reminder of the importance of whole-school approaches. As you highlighted, while your class responded with acceptance, the lack of similar engagement in another group led to harm. Embedding Development Education and gender equality into School Self-Evaluation (SSE) could help ensure that such values are shared and practiced across the entire school community.
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Gender stereotypes can shape children’s views and ambitions from a very young age. I recall a scenario in a junior infant classroom where we were organizing roles for a classroom role play. One boy said It can only be the boys that are the builders, the girls cannot be the builders. Others agreed in the class. classmates. It showed how early societal messages about gender roles are consumed even at a young age. I took this opportunity to pause and explain to the gender that this is not the case we then looked at some stories where women played a role that historically would have been male dominated.
Development Education methodologies offer powerful tools to challenge the above assumptions. By encouraging global citizenship and critical thinking, Development Education encourages students to question and reflect. Examples would be like I said above using books, media, real life stories to challenge the norms. Using enquiry based learning and child led approach through roleplay and play based activities.
Linking gender awareness to School Self-Evaluation (SSE) under wellbeing and inclusion can be of benefit to the whole school community influencing teaching practice and student perspectives.
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Gender stereotypes can begin to shape a child’s worldview from a very young age, often without them even realising it. I’ve seen this first-hand in a junior classroom during a group activity where students were asked to design a future city. One boy quickly assumed the role of “builder” while a girl in the group was told she should “decorate the houses” because she was “good at drawing.” While this may seem minor, it reflects deeply embedded ideas about what roles boys and girls are “meant” to take on.
Development Education offers ways to challenge these assumptions. For example, using stories from around the world that feature female scientists or male caregivers can disrupt stereotypes and expand students’ understanding of what’s possible. Inquiry-based projects and reflective discussions give children the space to question social norms and develop empathy. Development education empowers all students to see themselves as agents of change—regardless of gender. This can help create a more inclusive and equitable classroom environment where every child feels valued and capable of fulfilling any role.
Gender stereotypes can significantly influence a school’s School Self-Evaluation (SSE) process—both in terms of what is evaluated and how equity is addressed. If not actively considered, these stereotypes can unintentionally shape school culture, learning outcomes, and opportunities for students, leading to gaps that SSE might overlook. SSE offers a valuable opportunity to uncover and challenge how gender stereotypes may be affecting students’ experiences and achievements. When approached thoughtfully, it can help create a more empowering learning environment for all students – even from a young age.
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Reflect on how gender stereotypes might affect your students already at a young age. Describe a scenario you’ve seen in the classroom where gender stereotypes are present and post a reflection (150 words minimum) in this forum as a reply to this post, on how development education methodologies could help combat these stereotypes.
Please also comment on at least one other participant’s post
Think about School Self-Evaluation (SSE) and how Development Education can feed into SSE.
One day I observed children participating in playtime during aistear in a Senior Infant classroom. They have sponge building blocks and a kitchen set. I noticed how one child said the boys should use the bricks and the girls should cook.
There is a useful lesson from Plan International on gender that could help broaden the horizons of children. The objectives of the lesson the lesson are
*Develop a clear understanding of the term gender.
*Explore what children like based on gender.
*Show an understanding of self questioning by discussing the differences between girls and boys choices.
*Understand that boys and girls can like whatever they want to and it doesn’t matter what gender they are.SSE could be present where the children can reflect on their answers and share them with the class.
SSE can also feed into this lesson by learning about children from different countries and what the like and dislike. -
Gender stereotypes can start shaping students’ perceptions of themselves and others as early as preschool. These stereotypes influence how children play, what subjects they feel confident in, and how they interact socially. In my classroom, I observed a moment during free play where a group of boys dominated the building blocks area while girls stayed in the dress-up corner. When a girl tried to join the construction play, a boy told her, “Girls don’t build things.” She quietly walked away. This small interaction highlighted how ingrained stereotypes can discourage exploration and limit children’s confidence in certain roles or abilities.
Development education methodologies can help challenge these biases by promoting critical thinking, empathy, and social justice from a young age. Activities such as storytelling with diverse characters, role-play, and classroom discussions about fairness and inclusion empower students to question stereotypes. By creating a reflective and inclusive environment, we can support all children in seeing themselves beyond traditional gender roles.
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Gender stereotypes can start shaping children’s beliefs about themselves and others from a very young age. One example I’ve observed happened during Aistear in a Junior Infants classroom. The children were choosing activities when a boy told another child that “the kitchen is only for girls” and that “boys should be builders.” The comment seemed harmless on the surface, but it clearly showed how early and naturally these assumptions form. Moments like this can influence children’s confidence, limit their interests, and send messages about what is considered acceptable for their gender.
Development education can help tackle this by encouraging critical thinking and empathy. For example, storybooks that show boys caring for babies or girls working as engineers can broaden children’s understanding of roles. Role-play can allow children to experience different perspectives and challenge stereotypes in a safe space.
From an SSE perspective, integrating development education into our school plans could focus on promoting inclusion and equality. Gathering pupil voice, observing play choices, and creating action plans to address gender bias would help ensure all children feel free to explore their interests without judgement. Over time, these small steps can lead to a more open, fair, and respectful classroom culture.
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Hi Michelle,
Welcome to the course. Your Junior Infants example is a strong reminder of how early gender norms can take root, often unnoticed. As you pointed out, the pupil’s remark may have seemed harmless, but these early experiences can impact confidence and limit children’s choices.
Your ideas around using development education to challenge stereotypes through storybooks and role-play are excellent. They show how we can gently guide children to think critically and empathetically from the start.
Building on your Aistear example, one simple strategy you might try (if you haven’t already) is rotating roles during activities so every child gets a turn in each area. A short class discussion afterwards about what they enjoyed or found surprising can help them reflect and broaden their thinking.
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I have been teaching in the infant end of the school for the past number of years. It is during Aistear time that I am often able to see a clear examples of gender stereotypes during these activities.
When students were asked to choose roles for a “community helpers” game, most boys immediately picked traditionally masculine roles like firefighters, gardai, and builders, while girls gravitated toward nursing, teaching, or hairstyling. I remember clearly a few months ago, one of my students expressed an interest in being a construction worker, but one of the boys laughed at her and said, “That’s a boy’s job!”
This moment really highlighted for me how early and deeply ingrained gender expectations can be.
As a primary teacher, I feel it is my responsibility, to actively promote inclusivity by exposing the children to diverse role models, facilitating discussions on gender equality, and encouraging all children to explore their interests freely, regardless of societal expectations. Breaking these biases early fosters a more open-minded and equitable future.
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For 12-year-old 6th class boys, gender stereotypes are more visible as the children begin to form stronger social identities. Boys at this age often feel pressured to conform to traditional ideas of masculinity—such as being tough, not showing emotions, or avoiding activities perceived as “girly.” For instance, in a classroom group project, a boy teased another boy for choosing to work on the artistic design rather than taking a technical role, suggesting that “drawing is for girls.” This type of comment reinforces harmful stereotypes and can limit students’ confidence and willingness to explore their full range of interests and skills.
Development education methodologies can play an important role in challenging these views. By encouraging critical thinking, empathy, and global awareness, lessons can be framed to highlight diversity, equality, and fairness. For example, using storytelling, role-play, or discussing real-life experiences from different cultures can help students reflect on and question stereotypes. Creating a safe space for open discussion allows boys to express themselves honestly without judgment, helping to foster respect for different identities and break down narrow gender roles.-
Your example of a classroom based group project is spot on. From my observations, the boys conduct the research on the tablets and write up the notes. The girls are tasked with decorating the project or neatly writing out the information the boys have gathered. The teacher changed the instructions to include a piece of written information from each student, to be accompanied with an illustration. Thus providing an equal opportunity for each student within the group.
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Gender stereotypes can affect children very early. I noticed this during a classroom drama activity. Students were choosing roles for a play, and one boy said, “Only girls can be nurses,” and another said, “Only boys can be firefighters.” Some students then didn’t want to take on certain roles because they felt it wasn’t “for them.” It was clear how these ideas can shape their thinking and limit their choices.
Development Education can help break down these stereotypes by showing real-life examples of people of all genders doing a wide range of jobs and roles. Through stories, group work, and discussions, students can learn about fairness, equality, and respect.
This links well to School Self-Evaluation (SSE). We can gather student opinions, look at our teaching materials, and plan lessons that promote gender equality. It helps us improve teaching and learning while creating a more respectful and inclusive school environment
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Hi Sarah,
Welcome to the course. The experience outlined during your drama activity highlights how these ideas can shape children’s thinking and limit their sense of what’s possible and It’s good to hear how you plan using DE to challenge those assumptions through stories, group work, and discussion. Showing real-life examples of people in all kinds of roles as you’ve referenced, is a simple but effective way to open up children’s thinking.
As for SSE. surveying pupils, reviewing teaching materials, and planning with gender equality in mind are all practical steps that can certainly help foster a more respectful and inclusive school environment
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I’ve been teaching for over 30 years, and in that time, I’ve noticed a real shift in how gender stereotypes present in the classroom. While things have improved, these ideas still influence how children, especially at a young age, see themselves and what they think they can do. One stereotype I’ve seen again and again is the belief that boys are naturally better at maths and science, while girls are more suited to reading, art, or creative subjects. I remember a 3rd Class girl who once said to me, “I’m just not good at maths like the boys.” No one had told her that directly, but the message had clearly come from somewhere e.g. home, media, or even subtle cues in school. She was also blind to the boys in class who were also struggling in maths.
This kind of thinking can really impact girls’ confidence. I have witnessed it with my 3 daughters. In particular my eldest, who was less likely to take risks in maths, even when she was just as capable as their peers. Over time,it affected her learning, participation, and the career choice she made later on. That said, I have seen positive change. More girls are now taking interest and doing well in subjects that were once seen as “for boys.” The girls I teach are confidently tackling coding, robotics, and maths challenges, and enjoying them. This type of progress is encouraging.
But I do feel there is still a lot to be done. Gender stereotypes haven’t disappeared, they’ve just become more subtle. As teachers, we need to stay aware of the messages we send, make sure we encourage all students equally, and continue to challenge outdated thinking. By doing so, we help every child feel confident to explore all areas of learning and realise their full potential. -
I have been teaching at the junior end of our school for the last few years and it was interesting to hear that children start to form gender stereotypes between the ages of 4 and 7, this makes our role as teachers all the more important in these early years. In my junior infants class, the line leader of the day wears a high-vis vest and it happens to be bright pink. Early in the year one boy refused to wear it because it was “for girls.” This reaction really struck me. The next day, I wore pink socks and made a point of showing them to the class. It was a simple gesture, their male teacher wearing pink, but it opened up a conversation about colour and preference that helped challenge that fixed thinking. We also have a box of Barbies in the classroom, and they sit alongside the Lego and sand toys all part of play, not gendered in any way. From this module, I’ve seen how important it is to question those early ideas about what’s “for boys” or “for girls.” The Plan International resources and lessons offer really approachable ways to explore this, such as discussing likes and dislikes, using music and ICT like in the Spice Girls example, or doing paired conversations. In a boys’ school, these kinds of activities can go a long way toward normalising empathy, sensitivity, and self-expression, without it being seen as “girly.” Development education allows us to open up space for critical thinking, even at a very young age. It gives students tools to question the world, not just accept what they’ve been told. That’s what really stood out to me, the idea that teaching about gender shouldn’t just be about facts, but about creating the conditions where children can challenge bias themselves.
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Gender stereotypes can limit students’ interests and potential by shaping how they see themselves and what they believe they can achieve. This can be seen at a young age as this can influence subject choices, play preferences, and classroom behavior. Boys may feel pressure to appear strong or unemotional, while girls might avoid subjects like science or PE.
In my experience as a teacher in an all boys school gender stereotypes are quite evident. Most of the boys play football at lunch time as it is the boy thing to do. Boys who don’t get involved may get comments from other classmates. It is important for these boys to know that not every boy has to play football and some people have different interests. On a non uniform day a student had a pink t-shirt on and another student pointed this out and said pink was a girls colour. It was important foe the boys to know in the class that it is okay for both boys and girls to wear pink and that there is know set colour for a boy and girl.
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I completely agree with your post. Gender stereotypes really do start influencing students from a very young age, often without them even realising it. I’ve seen similar patterns in my own teaching experience—students sometimes feel boxed in by what’s considered “appropriate” for their gender. Like you mentioned with the football example, activities and interests can quickly become labled as “for boys” or “for girls,” and that pressure can be hard for students who don’t fit those moulds.
I also think your response to the pink t-shirt comment was really important. Challenging these assumptions in the moment helps students reflect and hopefully rethink what they’ve picked up from the world around them. It’s great that you’re creating an environment where boys feel safe to be themselves and explore interests outside of traditional gender expectations. That kind of support can make a big difference in how students see themselves and others.
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I wonder are gender stereotypes more prevalent in single sex schools? I teach in a co-ed school and am definitely seeing a huge decline in the last few years. On yard we have girls joining in with football and boys choosing to play skipping games. In the junior classes during Aistear it is usually fairly equal as to who chooses to play at the role play area and who chooses to play at the construction area. It might be interesting for someone to do a study on this.
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Children are subject to gender stereotyping from the day they are born. Girls are typically dressed in pink and boys in blue. Gender stereotypes can influence pupils confidence, social interactions and academic performance in school. This is evident in primary school but particularly so in secondary school. I experienced this myself in the selection of secondary schools for my daughters. Most schools require pupils to select their subject choices before beginning school. Highest intake for STEM subjects were among boys. Highest intake for home economics was girls. For this reason I chose a school where pupils were allowed to experience all subjects in 1st year and could select their chosen subjects in second year.
Development education methodologies are crucial to educate towards critical thinking, inclusivity and equality among pupils which would help combat stereotyping. As I am a class teacher in an all girls school I would encourage my pupils to research female scientists and perhaps invite some female scientist to visit the class. I would also encourage the pupils to discuss diverse role models that challenge traditional ideas about gender. Through these lessons I would hope to empower the pupils to question stereotypes and foster a greater sense of fairness, respect and appreciation of human rights among the class
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Gender stereotypes can begin to influence children’s thinking and behaviour from a very early age. In my classroom, I’ve observed moments where these assumptions subtly shape how children see themselves and each other. For example, during a group task involving construction toys, a boy told a girl, “You can do the drawing part – boys are better at building.” While it may seem minor, it reflects a deeper message children may be internalising: that certain skills or roles are linked to gender.
Development education methodologies can play a powerful role in challenging these norms. By using inquiry-based learning, global stories, and discussion-based activities, we can help children critically examine assumptions they may take for granted. Exploring topics such as fairness, diversity, and equality through real-life examples across cultures encourages empathy and a broader worldview. Promoting student voice and reflection also helps all children feel valued and heard, regardless of gender. Ultimately, embedding these approaches in everyday teaching fosters a more inclusive and equitable classroom environment.
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As others have stated children start picking up gender stereotypes pretty early, and it can really shape how they see themselves and each other. I remember a time during free play when a group of boys told a girl she couldn’t play superheroes with them because “girls aren’t superheroes.” They told her to go play with the dolls instead. No adult had said anything like that—it was something they’d clearly picked up from TV, games, or home without even realising it.
This is where development education can really help. It encourages students to think critically, be empathetic, and understand the world beyond their immediate surroundings. Using books with diverse characters, mixing up group activities, and having open conversations about fairness and respect can help challenge those stereotypes early on. Plus, making gender equality a focus ties into how schools evaluate themselves—it shows they’re creating a learning environment that’s fair, inclusive, and supportive for everyone.
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Gender stereotypes significantly shape children’s development from a very young age, influencing how they see themselves, how others treat them, and the choices they feel are available to them. These stereotypes are often subtle and pervasive, reinforced by family, media, school, toys, and language. Boys are often discouraged from expressing emotions which can have major impacts on their mental health. Grisl may be praised for being quiet, pretty, or kind, but not always for being assertive or curious, shaping how they view their value in the world. They often get called bossy or annoying for speaking their mind or trying to speaking Toys marketed by gender (e.g., trucks for boys, dolls for girls) influence children’s interests and skills.
I have seen first hand in my own family that dads don’t want their children playing with dolls and toy kitchens. Kids naturally play with different types of toys. I found that by having the toys available to play with in a mixed way helps them chose all sorts of toys. Don’t have a girls and a boys section of toys.
Development Education can significantly contribute to school self evaluation by promoting core values such as inclusion, collaboration, kindness, acceptance, and openness. Embedding these themes within the classroom and the wider school community helps to cultivate a welcoming and supportive environment. In such a space, children learn that society should not—and will not—limit their potential or prevent them from becoming who they aspire to be.
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Gender stereotypes affect the children at a young age through images that they see. For example most images of nurses are women and images of fire fighters are men. I have seen this myself in the classroom when role playing mammy stays at home to mind the children and daddy goes to work. I do however believe that this is changing. In the last few years I have seen more ‘daddys’ cooking for their children and girls putting on construction hats and choosing the construction area. I think a lot of this change is coming from home and children seeing how roles are interchangeable.
Education can also play a huge part in this by showing images of boys and girls doing different jobs and playing different things. Recently we had a female past pupil come back to our school who is now a professional soccer player in England and talk to all of the classes. Giving them the opportunities to see real life scenarios like this will help with the gender stereotypes. -
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Even at a young age, students absorb and begin to act on gender stereotypes, often without realising it. I’ve seen this in my classroom when assigning group roles for a science experiment. A boy immediately claimed the role of “leader,” while a girl was told by her peers to “write things down” because she has “neat handwriting.” Neither role was intentionally assigned by me—it emerged from the students’ own assumptions about gendered abilities.
This moment highlighted how early gendered expectations are internalised, shaping confidence and opportunity. Development Education offers powerful methodologies to challenge these patterns. By using critical questioning, collaborative learning, and real-world case studies, we can help students reflect on fairness and equality. For example, exploring global stories of women in science, leadership, and activism can open their eyes to diverse possibilities. Class discussions, picture books, role-play, and inclusive group work are all tools that foster empathy and challenge bias—essential for nurturing a more just classroom environment.
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I feel really privileged to be able to say that my school community as a whole is one that really works to combat gender stereotypes within our classrooms. That said, I can recall an incident in my Senior Infant classroom where during a dress-up day one of the boys decided to wear an Elsa dress as he loves the movie Frozen. The class in general embraced him with excitement and complimented his beautiful dress but one girl in the class stated that he should not be wearing a dress because he is a ‘boy’. This was not coming from a place intended to cause harm or hurt but instead demonstrated how deeply gender stereotypes are ingrained in children from a young age.
From this point I continually reinforce challenging gender stereotypes in our classroom through role play, storybooks, dress up, classroom job roles and open conversations. I particularly love using the little people, big dreams books in my classroom to show the children all of the amazing women in history and their achievements.
This module really demonstrated some great development education methodologies which can be implemented in order to combat stereotypes within the classroom. I particularly liked the use of ICT, hands on resources such as photographs and props, artistic approaches such as posters and action based activities such as assemblies or speaking to the principal. These methodologies really allow the children to take ownership of their own learning.
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Hi Ashling,
Welcome to the course! It’s great to hear how your school community is so committed and indeed proactive, when it comes to challenging gender stereotypes. The example you shared from your Senior Infant classroom really highlights, like many others on this forum, just how early these ideas can take hold.
As you’ve outlined, continually challenging societal norms around gender is mission critical and activities like role play, storybooks, and mixing up class jobs are great and practical ways to keep banging that drum.. Thanks also for sharing The Little People, Big Dreams series, which I hadn’t come across before your post. From a quick browse online, it looks like an excellent biographical series designed to inspire young learners.Which reminds me of another, similarly powerful and inspiring book, I’ve used, Good Night Stories for Rebel Girls. It might surther complement what you’re already doing in the classroom
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Hi Ashling,
Thank you for such an insightful post. I agree that the use of play, storybooks, dress up etc is a fantastic way to challenge gender stereotypes as it is what the children are used to, it is informal while still getting the message across to students. The Little People, Big Dreams books are a resource that I need to invest in and use more in my classroom as I can see how they would be so inspirational for students and are pitched at a level suitable to them.
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I 100% agree, I am very lucky to also work in a school that works well combatting gender stereotypes not only in the classroom but also in the community. I feel very privileged to know that I work with like minded families and colleagues!
I love that you just continue to reinforce gender stereotypes through many different means, it really does make a big difference.
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I feel gender stereotyping has improved hugely in recent years as students become more aware that it exists and become more comfortable in being themselves. I feel this self-confidence is a huge factor in irradicating gender stereotypes though unfortunately it will never be non existent. There are two main areas where I have seen gender stereotypes in my 6th class in the last year; both good and bad. Soccer was a huge love of my class last year however, it wasn’t without its controversy throughout the year. When picking the teams at the beginning of the year, a boy was automatically chosen by the class as team captains with the girls generally being chosen last. To fix this, a captains list was made. However, I found that some of the girls, while really eager to play soccer felt that they had to leave the boys play themselves and that they couldn’t get involved. Instead the girl would sit around chatting, play volleyball, do each others hair etc. It wasn’t until the boys where away at a football/ hurling match outside of the school that the girls felt comfortable to play soccer and really enjoyed it when the boys were absent. Similarly, a number of boys in my class enjoy baking, however, they would often hide this passion as they felt it didn’t fit in with ‘gender norms’. Thankfully, through different initiatives throughout the year the boys were able to practice and showcase their talent in baking. I really love the Plan Education lessons which have been outlined on this course and this is certainly something I would use in the classroom to teacher more about gender stereotypes. We have been introducing Developmental Education slowly in our school main through the Sustainable Developmental Goals and this has certainly helped with children’s understanding of the different areas within developmental education.
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I think baking is a great one to encourage the boys earlier to become involved in. Unfortunately in the local boy’s secondary schools, in my time, Home Economics, for instance, was not a choice. I am unsure f this is the case now. It would be great to encourage the boys by helping them recognise that some of the top chefs in the world are male – something which breaks gender typical stereotypes.
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Gender stereotypes of course affect students from a young age as it is picked up from society and their environment.
Never in my school has there been a male teacher assigned to the junior or senior infants classes. In my opinion it would be great for the children to see a teacher in this role and to show that males can also have a caring nature towards the young children. Gender balance needs to be seen to be believed.
In the Aistear roleplay area I’ve also noticed many children associate certain careers with specific genders e.g. nurses as female, builders as male. Encouraging role-play and drama that further immerse children in scenarios that dismantle rigid gender roles. Choosing stories that break gender norms and offering praise for kindness, creativity, and bravery, regardless of gender can go towards helping with gender stereotypes.
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Hi Aisling
Thank you for your thoughtful post. You raise such an important point about the lack of male teachers in early years settings. The absence of visible male role models in nurturing roles can unconsciously reinforce the idea that caregiving is a “female” trait. I completely agree—gender balance needs to be seen to be believed. Having men in infant classes would help normalize emotional expression and care across all genders.Your example of Aistear role-play is spot on. It’s during these imaginative play moments that children often reveal the stereotypes they’ve internalized from media, home, or society. I really like your suggestion to intentionally choose books and role-play scenarios that challenge these assumptions. It’s subtle but powerful. As you said, recognizing and praising qualities like creativity, kindness, or problem-solving regardless of gender is essential.
Development Education can support these practices by encouraging critical thinking about fairness and identity—building the foundation for a more inclusive classroom culture. Great insight!
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In the rules for national schools I remember reading that males were not allowed to teach the infants! Development Education might be further developed in schools by ensuring all staff have the opportunity to work across the age ranges. Typically principals at a time were all male as they were seen as authoritarian figures and females being softer were sent to the nurturing role of teaching the younger children. This has changed significantly however if for instance there is a tough class the idea is that as a female you would need to be quite strong minded and more dominant to fulfil the role.
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Gender stereotypes can influence children’s behavior, self-esteem, and aspirations from a surprisingly young age. I remember a scenario in my classroom during a group activity where students were asked to build a bridge using blocks and simple materials. One of the boys immediately took the lead, assigning roles to others. When a girl suggested an alternative design, he dismissed her idea by saying, “Girls don’t build bridges.” Although said casually, it reflected an ingrained stereotype that boys are more capable in STEM tasks. The girl withdrew from participating actively, despite initially showing enthusiasm.
Development Education methodologies can play a powerful role in challenging these stereotypes by encouraging critical thinking, empathy, and global citizenship. Integrating stories of diverse role models from different cultures and genders, discussing fairness and equality, and encouraging collaborative projects where every child is given equal space to lead and contribute can slowly dismantle these biases.
From an SSE perspective, this approach can be part of a whole-school reflection on inclusivity and equality. Evaluating classroom interactions, representation in teaching materials, and student engagement through a gender lens can reveal unconscious biases. Development Education can then inform targeted interventions in the SSE process—such as promoting gender balance in leadership roles during class projects or reviewing subject choices at older levels to ensure equal encouragement.
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It was very interesting reading your post Tara and to read the scenario that took place in your classroom. It is quite sad to see such gender stereotypes ingrained at such a young age and to hear that the girl withdrew from the activity. The stereotypical view of women in STEM starting at such a young age has life long affects on women. I always remember being at a work event for my husband and a colleague of his saying his partner was a civil engineer which was particularly impressive because she was a woman, he was almost incredulous that a woman could even be a civil engineer!
I really like your idea for supporting gender balance in leadership roles. This is a great way to help girls see themselves in leadership roles and for boys to see that girls can leaders. -
Hi Tara,
Welcome to the course. There are many similar examples to the bridge-building one you’ve shared here on this forum, which really highlights how societal biases around gender remain widespread, and how they can influence children’s behaviour, self-esteem, and aspirations from such an early age. However, as you’ve outlined, using DE methodologies to challenge these biases, through diverse role models, inclusive discussions, and equal opportunities to lead, can make a real difference.
From an SSE perspective, integrating this approach into whole-school reflection around inclusivity and equality is great idea. Reviewing classroom dynamics, materials, and pupils engagement through a gender lens, as mooted, can help identify areas for improvement, and guide targeted actions that champion these values..
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Having been an infant teacher for a number of years in an all girls school I have seen first hand how gender stereotypes are formed at an early age. There was one particular tome that really stuck with me. While setting up our doctor role play area and going through the different roles a number of pupils said we have no doctor, when I asked why they responded saying boys are doctors and we don’t have any boys in our class. While I knew gender stereotypes existed it was quite shocking to see it so ingrained at such a young age. Following this I did a number of lessons on the different roles within the doctor/hospital using pictures of men as nurses and women as doctors followed by a discussion. I was discussing what happened with other staff and one member suggested asking a parent who was a doctor and a woman to come and speak to the class. I was fortunate enough that she did and it made a real impact in challenging the stereotype. While this discussion was had some members of staff a whole school approach should be taken. The process of SSE would lend itself very well to ascertain the gender stereotypes of pupils and to formulate a school plan to tackle this stereotypes.
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Hi Naomi,
It is very interesting to get your opinion from working in a girls school as I have only ever dealt with mixed classes. I am also shocked at how the girls responded to the role of the doctor without the influence and voice of males in the classroom. I think that bringing a “real life” female doctor in to speak with the children was a great idea to link these stereotypical ideas with the real world.
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Gender stereotypes affect children from a very young age. These stereotypes are often brought into the classroom unbeknownst to the children. I believe that the everyday media surrounding children reinforces gender stereotypes and easily influences the thoughts and beliefs of children. As a teacher, it is important to be aware of stereotypes to ensure all children are offered equal opportunities.
The gender stereotypes that I have observed in the classroom include, gender based play and gender based roles. For example, during Aistear, I see the boys tend to lean more towards the construction play whereas the girls tend to lean more towards role play/small world play. Aistear encourages active exploration of all play materials and as a result over time enjoyment can be seen in all play areas from all of the children, regardless of their gender. As a teacher, I believe it is very importance we encourage active exploration and challenge gender stereotypes. This will in turn enhance self-esteem, confidence and participation in class.
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It is true to say that gender stereotypes can begin to mould children’s beliefs, behaviour and ideas from a very young age. This often happens with no intention or realisation from the adults involved. The typical selection of coloured baby grows at birth and the pressure to continue with this so that people will recognise that the baby is a boy or a girl.
I recall a lady who worked as a child counsellor in a school I worked in tell the children that she was bullied from a young age because she was a girl with a name that was typically seen as a boy’s name. It feels that we live in a society that is a little less rigid in it’s ideas but elements of gender stereotypes most certainly still exist. Someone in the comments mentioned a boy with long hair and I think this can typically happen even in school where a teacher from another class might ask is that a ‘boy’ or ‘girl’ innocently. If such a conversation was to take place in the playground between the children the impact would be significant for the child involved. Certainly I believe that gender expectations are ingrained from a very young age and we do for example cut boys hair and grow girl’s hair without even realising that hair is just hair. Therefore we need to remind each other alongside the children that narrow definitions can create an environment where it almost appears wrong to be an individual or be different. We need to encourage and demand acceptance and respect. It si therefore important to emphasis there’s no one way to be more of a boy or a girl. Choosing text to break gender norms and offering praise for kindness. One such book is Bills New Frock this book concerns a young boy, Bill Simpson, who wakes up one morning to find he has transformed into a girl. He was then forced to go to school in a pink dress and unfortunately for him discovers one of the worst days in his life is about to unfold. Baffled by the way things are just different for girls. Fine’s book is not about the construction of gender identity (the narrative refers to Bill by male pronouns throughout, even though both he and other characters acknowledge that he is a girl), and in fact Bill’s male gender identity is shown to be irrelevant to the treatment that he then receives.
Every stereotype however big or small may seem irrelevant but they can have a huge impact on how children view themselves as well as others around them. I believe it is important to explore gender identity in detail in order ensure that children feel safe being themselves and learn to value each other for who they truly are. Minimising the importance of how they look or what other people expect from them.
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Hi Amanda,
Welcome to the course and thank you for such a comprehensive reflection. Again, like many other contributors to this forum, you’ve highlighted just how early (and often unintentionally) gender stereotypes can shape children’s experiences. As outlined, assumptions based on hair length or names, show how these societal norms can affect children’s sense of identity and belonging.
Books like Anne Fine’s Bill’s New Frock are useful tools to challenge these ideas and open up healthy discussions around gender. As teachers, it’s important we provide our pupils with plenty of opportunities to express themselves freely and we also need to remind them, as you’ve mooted, that there’s no one way to be more of a boy or a girl.
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Hi Amanda,
I also thought of the novel Bill’s New Frock when reading this module. It definitely highlights the different expectations for girls / boys and the how peers treat each other based on their gender. It is a great book for children to read to make them more aware of these behaviours that are often done subconsciously.
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Gender stereotypes have an impact on young students as they shape how they see themselves academically and socially early on in life. For instance, boys could feel compelled to steer clear of subjects such as the arts or humanities while girls might be dissuaded from exploring STEM disciplines. These biases can restrict their options and abilities resulting in opportunities and perpetuating societal prejudices.
In a classroom setting I witnessed a group project where the students were working on designing a playground area together. The male students in the group promptly assumed responsibility for organizing the layout and structure of the playground as they believed their skills in reasoning were superior. On the hand, the female students were assigned tasks related to selecting colors and decorative elements as those were seen as fittings for aesthetic roles. This assignment of duties perpetuated gender stereotypes by confining the boys to a restricted scope of creativity, in design and downplaying the potential contributions that girls could make to the structural aspects of the project.
Development education methodologies have the potential to address gender biases through encouraging thinking and questioning conventional beliefs effectively. Engaging students in activities such as debates and simulating scenarios can provide insights into the impact of stereotypes, on both individuals and communities. Studying real life examples and viewpoints can enhance their perspectives and foster empathy. I think it is important to create a welcoming learning atmosphere that encourages reflection and inclusivity. This will enable students to challenge stereotypes effectively while advocating for gender equality.
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Gender stereotyping is an inherent part of society. As parents and teachers of young children we have the opportunity to challenge these stereotypes daily in the classroom. As a teacher in the senior end of the school, I have seen the usual ‘’ boys are better at football’’ ‘’boys are loud’’ and ‘’girls are neat and organised and better at handwriting.’’ Though for many children gender stereotyping biases are not immediately obvious as children have had many lessons on likes and dislikes, have had opportunities to challenge stereotypes and have explored how gender roles lead to types of jobs they could have as adults. I believe they often know the right answers to the questions around gender. But sometimes these rote answers may mask deeply ingrained beliefs on gender roles and that is why we must continue to use varied examples and methodologies within Plan International Ireland(and others) in the classroom to break down these gender stereotypes.
We can challenge stereotypes this way:
By giving the children opportunities to see men and women working in different roles.
Give them chances to question stereotype scenarios around inclusivity through art, SPHE and drama.
Help build empathy for the effects of inequality in other countries and cultures by discussing fairness.
Give opportunities for the children to question leaders in the school at assembly and make posters for display to educate others in the school community.
For SSE it is useful to first question students on their biases and during Croke Park to evaluate teacher practices in the area of Gender studies in individual classrooms. Teachers then establish a set of lessons/ resources that could be used at specified periods throughout the year and highlight work done on the topic at assemblies. -
Gender stereotypes can shape the opinions children have on others and themselves included. In my own classroom experience I see it on a regualar basis. I teach 5th class and this previous year was a predominantly sport driven class. The boys in the class especially were very into sport and had a massive interest. One moment that stuck with me was when we were discussing what sporting events would be on during the summer. They mentioned the Gaa finals and I went on to mention the Women’s Uefa European Championship. The response was “Women’s football isn’t that important”. This mentality at such a young age is one that has been previously passed down or learned through certain online behaviours and opinions. These opinions can shape children’s understanding and perspectives for the rest of their lives. By having discussions with children that talk about people and jobs and the traditional views people may already have can open their eyes to a different perspective. Talking about role such as female construction workers or male make up artist’s will help broaden their perspectives.
I think it is imperative that these issues are addressed from an early stage to prevent issues further down the line. Children need to be encouraged that both men and women can do the same jobs, sports and roles and both deserve an equal level of respect.-
Hi Shane,
Thanks for sharing this classroom experience with us here. I am sure it is an experience that many of us can relate to and will have had to deal with at some point in recent years. I think you have raised an important point around how these attitudes and behaviours are either passed down or learned from online sources. Our children are very unlikely to acquire these mindsets automatically by the time they have reached 5th class, meaning it is likely that they have latched on to the opinion of others. The Netflix series, ‘Adolescence’ dealt with this on a much deeper level than sporting events, but it illustrates the potential direction these attitudes (formed from online influencers) can have on our young people and is certainly something to be cognisant of.
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I noticed gender stereotypes coming up during a drama lesson recently. The class was acting out different jobs, and when we asked for volunteers to play a firefighter, only boys put their hands up. A couple of girls even said, “That’s not really a girl’s job.” It was a small moment, but it really stuck with me. Despite all the work we do around fairness and inclusion, these ideas still come through from a young age.
Development Education can really support us in challenging this. It encourages children to think critically about the world around them—whether that’s gender roles, global issues, or how people are treated in society. Using real-life examples, stories and discussion helps pupils see that roles aren’t fixed and everyone should have the same opportunities.
For SSE, it’s a great opportunity to reflect on the messages we send in our classrooms—through the resources we use, the language we choose, our classroom displays etc.
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Gender stereotypes can already be affecting our pupils at a young age and throughout primary school. I have seen this in my classroom last year, it was a class that had mainly girls and only a few boys. I noticed the stereotypes at the start of the year with just simple art activities. We were doing Halloween art where there was a few different options of templates to use, I handed these out just randomly but the reactions surprised me. Some of the boys said they didn’t want the “girly” option and some girls wanted to swap with the boys, whereas a minority didn’t care which they had.
We worked on gender stereotypes after this and how there shouldn’t be a girl or boy option in art or in any subject or area. Even after working on this, there was many other situations like this throughout the year.
Development Education methodologies could help combat these stereotypes. I think educating pupils on the importance of gender equality in our school and in the world will help with this. Giving real life examples of the challenges that girls face all over the world. I would get the pupils to discuss how the children in these examples might feel and what we could do to help. Focusing first on what we can do in our school and then in our community and the world.-
Hi Gabrielle,
Thanks for sharing your experiences here. I’m struck by what you have said around residual issues occurring after covering and broaching the topic of gender stereotypes. It is likely that these thoughts and opinions have been present for a large number of years, potentially subconsciously due to marketing of various companies and businesses. In reality, it is probably something that we need to discuss at various times throughout a child’s progression through school as different class levels will present different challenges in this regard.
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It’s so interesting how even something as seemingly simple as handing out art templates can reveal deep-rooted gender ideas. I’ve experienced similar resistance when pupils feel something is “too girly” or “for boys,” and it’s a reminder of how early these stereotypes begin to shape children’s preferences and behaviours.
I really admire how you used this moment as a learning opportunity and continued to explore gender stereotypes throughout the year. Your approach of linking it to Development Education is so valuable—connecting local classroom experiences with global issues gives children a broader, more meaningful understanding. I especially liked your idea of starting small, by asking how we can create change in our school, before looking at the wider world. This kind of reflection and action empowers students and builds empathy, which is at the heart of development education and social justice.
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I feel you’ve really highlighted how early and deeply gender stereotypes can occur, even in simple activities like art. It shows how children often already have fixed ideas about what’s “for boys” or “for girls,” which can limit their freedom to explore and express themselves. I agree that Development Education offers a great way to tackle these issues by helping pupils understand the bigger picture of gender equality, both locally and globally.
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Gender stereotypes can begin to influence children’s thinking and behaviour from a junior infants age, or younger. I’ve observed this in the classroom when a group of boys laughed at a male pupil for choosing to play with the dolls during Aistear time. I witnessed it another time when a boy in senior infants was being mocked for wanting to sit at a station full of girls. These kind of interaction reinforces limiting beliefs about what roles or interests are acceptable for each gender.
Development Education methodologies, such as critical questioning, discussion-based learning, and role play can challenge these assumptions by encouraging pupils to reflect on fairness, identity, and equality. Stories from diverse cultures and real-life case studies can also help students understand that gender roles differ across societies and are often socially constructed.
This approach links meaningfully to the SSE by promoting inclusion, wellbeing, and student voice. By embedding equality and justice themes across the curriculum, schools can foster a respectful, reflective culture that values diversity and challenges stereotypes from an early age.
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Gender stereotypes can begin to shape children’s thinking and behaviour from a very young age, often without them even realising it. I remember a scenario in the junior end of the school where we were doing a role-play activity linked to the theme of “people who help us.” When I asked for volunteers to pretend to be firefighters or builders, almost all the boys raised their hands, while many girls hesitated or chose more traditionally “female” roles like teachers or nurses. Some girls even commented, “That’s a boy’s job,” when I encouraged them to try different roles.
This made me reflect on how deep-rooted gender norms can limit children’s imagination, confidence, and even future aspirations. Development education methodologies—such as critical questioning, storytelling, and child-led inquiry—can help us challenge these views early on. For example, using picturebooks and role-play that feature diverse role models or facilitating discussions on fairness and equality helps children think critically and begin to question the world around them. Integrating development education into our everyday practice not only supports SSE goals but also promotes a more inclusive classroom culture where every child feels free to be themselves and explore all possibilities—regardless of gender.
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Hi Lina,
Thank for your post. It is remarkable to see how many people on this forum are sharing similar experiences around the prevalence of subconscious gender stereotyping. It really is something that becomes rooted from a very early age through toy production, marketing, baby clothes, etc. The use of picturebooks is a highly effective strategy in tackling sensitive issues in a way that removes the people from the situation. I have often used them to explore issues of bullying, isolation, etc. where the children themselves are not involved and they can comment and discuss the content in a different context. This may also be useful for tackling gender issues.
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Gender stereotyping can be defined as general beliefs about what is considered appropriate interests / behaviours for boys / girls. This can range from academic beliefs, ie: boys are good at maths and girls are good at art. It can also apply to expected gender behaviours, ie: boys are expected to be active while girls are expected to be quiet and enjoy more ‘sit down’ activities. If this gender stereotyping exists from a young age, it can have a huge impact over a person’s choice of career due to these limiting beliefs about what girls / boys can / can’t do.
An example of gender stereotyping that I encountered in the classroom was during a P.E lesson when the class were picking teams for a soccer game. It was obvious that the boys were being chosen first. When one of the girls pointed this out, a boy remarked that ‘Girls can’t play soccer and are only good at playing with dolls’. This highlights the fact that gender stereotyping still exists in the classrooms and we need development education methodologies to help combat these stereotypes.
Some methodologies that could be used would be; Role plays in drama where boys role play girls roles and vice versa. Other options might be doing project work where the boys choose a female role model for their project and the girls choose a male. Having class discussions and debates about gender equality during the ages, exploring how it has evolved over the years and to discuss how it may evolve going forward.
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Hi Orlaith, I completely agree with your points. Gender stereotypes, especially those introduced early in life, can have a powerful and lasting impact on children’s confidence and career choices. Your example from the P.E. lesson really highlights how these attitudes can influence peer interactions and create divisions. I love your suggestions for using drama and project work to challenge these ideas—role reversal activities and researching role models are great ways to encourage empathy and open-mindedness. Development Education truly offers creative and effective tools to break down these limiting beliefs and foster a more inclusive, respectful classroom culture.
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Hi Clodagh,
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We would appreciate if you could take a moment to revisit your post and revise as needed.
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Even at a young age, children begin to absorb and reflect the gender stereotypes they encounter at home, in media, and in wider society. In my own classroom, I once noticed a group of Senior Infants deciding roles for a pretend-play. One boy said, “I can’t be the baby’s daddy because I don’t know how to change nappies!” while another insisted that only girls could change the nappies. This reflected narrow ideas about gender roles that they’d already internalised.
Development Education methodologies offer meaningful ways to challenge these stereotypes. Through storytelling, drama, group discussions, and picture books that showcase diverse role models, we can prompt students to think critically about the messages they receive. For example, reading stories where male characters show empathy or women take on leadership roles can help widen their understanding of what’s possible. Development Education encourages inclusivity, respect, and equity—essential values in helping children imagine a more just and equal world from an early age.
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Hi Clodagh,
Thanks for sharing that story – it’s often when things are said in such an innocent way that we get a real insight into the thought processes of children. It’s clear that this opinion hasn’t been made up on the spot and has either formed by things the child has either heard or witnessed. In terms of gender roles the picture book ‘Amazing Grace’ touches on similar ideas – the notion that a girl could play the role of Peter Pan in a play is ridiculed in the opening part of the story before becoming normalised as they progressed through toying with the theme.
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Gender stereotypes start shaping children’s perceptions from such an early age. I have observed this from teaching infants through to fifth class. I’ve heard girls saying dolls are for girls to a boy that wanted to play with them, and I’ve heard children saying things like pink is for girls. I’ve seen boys in the older classes shy away from creative subjects like drama or art because of outdated ideas around masculinity, while some girls hold back in sports or active play, worried about fitting into traditional “girly” roles. These stereotypes limit kids’ confidence and prevent them from fully exploring their talents and interests. Development Education offers a dynamic way to challenge these norms by embedding themes of equality and diversity across the curriculum. We can bring this to life by highlighting inspiring role models from history and contemporary society in subjects like SESE and SPHE. Using collaborative, inclusive activities encourages respect and breaks down barriers. Linking this work to School Self-Evaluation (SSE) helps schools embed gender equality as a real, ongoing commitment, creating a culture where all students feel empowered to be themselves and pursue whatever sparks their passion.
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Even though I teach at the more senior end of primary, I’ve seen how gender stereotypes can be deeply embedded in students from a young age. I remember an older teacher telling me that the boys just prefer certain toys and girls like others but in reality they are steered towards those choices from the start. By the time they start school, they are just gravitating towards what has been the norm for them. I try to include a lot of gender non specific games such as draughts and UNO that have general appeal. I also try to present career choices and role models that are more representative. Its difficult. Our text books need to work hard at greater presentation. I brought a friend to an art exhibition recently that featured two Irish female artists that were very successful and yet largely unknown or celebrated until recently. I see art work at school that looks at artists and its heavily skewed towards male artists. Children need to see more representation to challenge their world view.
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Hi Fiona.
Thanks for sharing your post.The fact that gender stereotypes are deeply embedded from a young age is correct, and it’s a challenge many teachers face on a daily basis. As you rightly point out, by the time children reach our classrooms, they’ve already been steered towards certain choices. It’s a huge challenge to try and counteract that. Including gender non-specific games is a simple way to address this and can show that all activities are for everyone. A few other simple ways to address gender stereotypes at primary level would be to avoid using gendered labels like “strong boys” or “pretty girls”.
Share stories and examples where boys and girls are shown in a variety of roles, like scientists, carers, leaders, or artists.
Choose learning materials that portray people of different genders doing a wide range of activities, e.g., stories with female inventors, male nurses, female athletes, male dancers, etc. -
Hi Fiona, I completely agree with your points. It’s true that gender stereotypes start shaping children’s preferences long before they enter school, often influenced by family and society. Your approach of using gender-neutral games like draughts and UNO is a great way to break down those early divides. Representation really matters, and it’s eye-opening how school resources and textbooks often focus heavily on male figures, especially in subjects like art. Highlighting female role models and less-known artists, as you did with the exhibition, is so important to broaden students’ perspectives. When children see diverse examples, it challenges their assumptions and opens up more possibilities for their own identities and futures.
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Unfortunately, gender stereotypes are still common today, even with young children in a junior classroom.
This starts during free play (e.g. girls like playing with dolls), but can continue to grow until children have solid and untrue ideas regarding what they can and cannot do, due to gender.
For example, this year in my classroom, a group of boys declared and continued to argue that girls just could not and should not play football. They were not even specific to the girls in their classroom or any problems they had with them on yard, instead they felt that as a whole, girls were not able to play football. I tried to ask different questions to encourage discussions surrounding this.
The girls in the class, along with another group of boys, defended that both genders could play sport. However, the original group of boys stayed firm in their belief that boys were better at soccer. With help from my SEN teacher, we covered gender and equality in SPHE lessons over the next few weeks. While I feel we made some progress, the gender biases are clearly already rooted in their young minds and would need lots of more work to fully undo.
As a school, the SSE could identify areas of need specific to that school (e.g. are there a wide variety of after school clubs available for both genders? Are we explicitly teaching gender equality?)
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Hi Sine
Thanks for your post. What you’ve described is something we have all come across, and it can be discouraging to see those ideas and attitudes taking hold so early. The way you and your SEN colleague tried to address this by opening up the conversation and then building follow‑up lessons around gender and equality sounds like an effective approach. Of course, this takes time, but at least you’re planting the seeds for change.
I’ve had similar experiences, and it takes multiple attempts and positive examples before attitudes begin to shift. Continued exposure to mixed‑gender play, both structured and unstructured, can help to normalise the idea that sport and games are for everyone. Bringing in stories, videos, or real‑life visitors who showcase successful girls and women in football and other activities can also chip away at the “boys are better” narrative. Your idea about looking at the wider school context through SSE is a great idea. Try to promote a whole‑school focus on equality amongst your staff. This can help the children to see that diversity and inclusion are issues to be addressed consistently across the curriculum rather than just as a one‑off lesson.
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I often see how gender stereo types affect children, especially in the older grades as it is embedded in them and they have a more preconceived idea of what the ‘norm’ is. I work with the younger children of the school and they are less likely to be stereotyped from my experience. During role play activities, I find children are more open to play any role than if they were in the older classes.
In a previous school, I worked at, we performed weekly performances known as extravaganzas where children would perform to the whole school. For the most part, children were happy to take on a role of any gender. One child in particular refused to take on the role of an angel because angels are girls – they wear dresses, they were a halo. What was nice to hear was other children standing up and defending that boys can be angels too. This however is not something that the children learn by themselves. I see it in shops where parents say “dinosaurs are for boys” or “unicorns are for girls” and also hear it in my own family with grandparents using the same narrative with my own child. As a teacher and a mother, it is important to note that children like what they like and to embrace that and nurture different interests in everyone. Once other children and adults see that, it helps to break down the stigma of gender stereotypes. But, like the previous module, it is usually only baby steps. One small step at a time to make a grand difference in the end.
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Hi Marcella,
Great comment on this thread. I agree, I also feel children don’t learn the traits of gender stereotyping themselves. Its from family, school and their environment. The ads they encounter, pink dolls for girls and scary dinosaurs for boys! I also seen it evident when I had my own children. Boys clothes are dark with dinosaurs and the girls clothes are pink with unicorn, glitter and sparkles.
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Module 2- Assignment
Reflect on how gender stereotypes might affect your students already at a young age. Describe a scenario you’ve seen in the classroom where gender stereotypes are present and post a reflection (150 words minimum) in this forum as a reply to this post, on how development education methodologies could help combat these stereotypes.
Gender stereotypes I believe can affect students from a very young age in terms of gender norms, expectations and how they view themselves. I believe that certain gender norms can be instilled from a very young age and even as a parent myself, I realise that despite awareness we can still share these beliefs with young children and impact their beliefs going forward.TV programmes, books etc.. can also have an impact on this. In the class I have seen from a young age interests, games, TV programmes being labelled as either ‘for boys’/ ‘for girls’. I feel that when gender stereotypes filter into emotions, discussing / displaying these, it can negatively affect emotional maturity, acceptance of our own feelings and of others. Development Education I think can highlight the commonality of emotions of others and the contributory causes globally. It can highlight the common thread of these feelings despite gender and the importance of expression of these. I would think this could lead into lessons on the importance of expression and benefits despite gender norms that have been imparted onto us already.-
Hi Patricia. Thanks for sharing your reflection on gender stereotypes. You rightly described how early and subtly those messages creep in for children. Even when we’re conscious of wanting to raise and teach children without gender limitations, there are so many cultural cues, from toys and television to casual remarks by others, that reinforce outdated expectations. It’s no wonder that by the time they reach school, they’ve begun to sort activities and even feelings into “for boys” and “for girls.”
Linking all of this to emotional expression is a great point. If a child learns that “big boys don’t cry” or that certain jobs are “not for girls,” it shrinks the space they have to experience and communicate their own emotions. Development education can be a wonderful way to widen that space.
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Gender stereotypes are instilled in many of our pupils from birth, even before then, and accordingly affect both boys and girls from a young age. Stereotypes are promoted by way of toys, hobbies and expected behaviours. Toys are often categorised as boys (eg tractors and balls) and girls (dolls and play kitchens), boys’ hobbies focus heavily on sport whilst girls’ hobbies often involve art and music, and boys & girls are expected to behave according to their gender stereotype. I have seen the stereotypes play out in the classroom. An example that springs to mind is the pressure a group of boys in Rang 1 put on themselves to perform well at maths, and outperform each other, like they had their own club going on, and it was obvious not only that girls weren’t welcome, but they weren’t considered worthy. The gender stereotypes are also obvious in sport, with boys favouring soccer, and it being unusual for a girl to be interested. Fortunately though, I can think of lots of situations where the gender stereotype is not the norm also, and it’s something I promote in the classroom. It’s really important to me that children feel free to “feel” their gender rather than their sex. Empowering them to do so not only helps them but it contributes to their critical thinking and empathy, and the possibility to change unjust situations.
I agree with Clodagh that storytelling, drama, group discussions, and picture books that showcase diverse role models, are good ways of teaching children about gender.
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I notice gender stereotypes when the children have free time or golden time and can choose an activity. The girls seem to have far more freedom to choose what they would like to do. Often some boys with stronger personalities and who like sports, football in particular can greatly influence the rest of the boys. There is a definite stereotype that boys would rather be outside playing football than doing art, drawing, writing stories, playing games or reading. Lesson 2 could be used to begin a discussion about stereotypes and the assumptions that we make. It could also be used to help give children a voice to identify and assert their own preferences. It could also expose children to a range of likes and dislikes and realise that your preferences are fluid and can change depending on mood and circumstance.
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Gender stereotyping has been around forever and for the most part, I think a lot of it is actually subconsciously done. However, I do feel we have made strides in this area in recent times.
When I was teaching infants, we had a dress up box, there was a red and black dress that one of the boys loved to wear. This was obviously discussed at home and the boys Dad asked for the dress to be sent home so he could put a Man United crest on the front so he could be seen as more masculine in the dress. Truth be told, the children never even passed comment before hand and it was all seen as dress up and role play. It was the parents idea of what a boy should wear ( even in dress up!)
It really stood out to me then about the different roles boys and girls play and how clothes, etc affects all of that.
I have a job rota in the class to combat the gender roles such as boys enjoy heavy lifting and girls enjoy cleaning. I taught in an all boys school, which then amalgamated and is co- educational. The change was huge but positive for the children and I feel some boys that didn’t feel like they fitted in with the boys sporty group in the class, May have found their own group of mixed friends now.
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I taught Junior Infants last year for the first time and was surprised by how fixed and traditional many of the children’s views of gender were.
I first noticed this during informal whole-class games, when the children would quickly try to make a competition of boys against girls. This would also happen at yard time, where most children stayed in same gender groups while playing. I discussed this with the class with the help of picture books continuously throughout the year.
I also saw that gender impacted perception of a child’s behaviour. When boys played roughly on the yard or resorted to grabbing or pushing during conflicts, parents generally accepted that this was quite normal behaviour among small children, although discouraged. However, when individuals girls in the class displayed the same behaviour, I found that adults were much quicker to criticise the child.
Children would frequently make statements and generalisations about gender in the context of toys and interests. For example, that girls like dolls, boys like lego, a coat with dinosaurs on it was for a boy etc.
I also noticed that many of the Irish language resources available for Junior Infants in a gaelscoil reinforced and taught traditional gender roles and stereotypes in their activities, for example éadaí for girls/boys. I provided alternatives and made sure that all displays and resources showed more diversity and variety.
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I’ve noticed that gender stereotypes appear even in my classroom, and that’s at a very young age. For example, during art activities, many boys often say that painting with bright colors or drawing flowers is “for girls,” while some girls avoid drawing superheroes or action scenes because they think those are “for boys.” Another moment was in sports: when playing soccer, some boys refused to pass the ball to girls, saying they “aren’t good at it.” These kinds of ideas can really limit students’ development, confidence, and willingness to try new things.
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Hi Eva. Thanks for your contribution to the forum. It is often disheartening when you see gender stereotypes in the classroom so early in the child’s school life. I always say, though, noticing them is the first step in challenging them. When pupils start to think certain colours, games or activities belong to one gender group or another, it can narrow their horizons long before they’ve had a chance to experiment and find out what they enjoy. One strategy that can help is to introduce examples that mix things up and then talk about them. Maybe choose storybooks or videos that feature boys doing things like painting and dancing, or girls doing well at football or building robots, and use them for discussion. Ask your class what they noticed about the characters’ choices and how they felt about them. You can then move into your own classroom activities, inviting everyone to try something outside their usual comfort zone. Over time, seeing a range of role models and having conversations and discussions can make it less likely that pupils will attach specific gender labels to hobbies or activities.
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Gender stereotypes affect students at a young age. During an SPHE lesson, I asked the children to draw a variety of professions (nurses, doctors, scientists, teachers, firefighters etc), it was interesting to see what the children drew, as it was evident that gender stereotypes were already imbedded when discussing professions. For example, the majority of the class when asked to draw a nurse, they drew a female nurse, and the majority of the scientist drawings were of men with big wiry hair. I prompted a discussion on this, in which the children described professions as “girl jobs” or “boy jobs”. We discussed the negative impact of these stereotypes and we used a variety of storybooks with diverse characters in non-traditional roles that allowed the children to broaden their perspective. However it is important to recognize that some storybooks are outdated and teachers need to be mindful of the storybooks/textbooks that are being used as they may also contain negative stereotypes. We can further tackle gender stereotypes with the use of drama, role-plays, SPHE lessons and discussions.
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I liked how you used drawing Kate as a starting point to assess embedded gender stereotypes amongst your students. It’s such a simple activity that can give a great insight into what children already believe. Your follow-up discussion and the use of stories or videos that include characters in non-traditional roles is an effective strategy to challenge embedded stereotypes. One suggestion would be to maybe add a drama element to your lesson where pupils take part in short role plays that showcase someone in a job that doesn’t match traditional stereotypes. Afterwards, you can chat about how it felt to step into that non-traditional role.
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Hi Kate, I liked how you got the children thinking about embedded gender stereotypes. It was a clever way of opening up the discussion and helping the children see for themselves through their own drawings of how gender roles can influence their thinking. I think this could be a great starting point to kick off a meaningful discussion with students and help them explore and confront stereotypes.
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I agree that gender stereotypes are still evident and affect students at a young age. There is still views that certain toys, hobbies, colours and clothes are specific to boys or girls. Children categorize specific jobs as being jobs for boys or girls. A gender stereotype that I see all the time is that girls cant play football at break time because it is ‘a boys game’. Gender stereotypes can shape children’s beliefs about what roles or behaviours they think they should have based on their gender.
Development Education plays a very important role in giving the children space to explore and confront stereotypes. It also promotes critical thinking and empathy and encourages students to recognise inequality. Through Development Education children will begin to understand that they should follow their hearts and their passion whether its believed to be a boys job or hobby or a girls if its something they enjoy doing they should pursue it and stand by their convictions. It is important that children see themselves in characters from stories maybe in non traditional roles to help broaden their perspectives. By including Development Education in our school self evaluation plans it will help foster an environment of respect, equality and empathy. -
Module 2- Assignment
It always amazes me how early ideas about gender roles can influence children’s thinking. I’ve taught for almost 20 years in both junior and senior classes and can still see the vital importance of exploring and confronting gender stereotypes. A lot of children I taught in the junior end had very rigid views of what toys and games boys should play with verses what type of toys and games girls should play with. Girls played with dolls and created games centred on home making whereas boys had to stick to building sets, action figures or toy cars etc. In the senior end during golden time if the children are watching a movie I often hear some boys remark that they don’t like a particular movie because it’s for girls. Reading through other participants posts on this forum shows that we still have a way to go as educators in helping children challenge and address societal assumptions that influence their thinking.-
Hi Mairin. You have highlighted very well how these gender stereotype patterns can be clearly seen across all age groups in the school. From toys in infants to film choices in senior classes. Tackling stereotypes is a whole-school approach that we need to include in lots of different contexts, rather than just having a one-off conversation about it. One suggestion would be to have a swap day where pupils have to try out toys, stories, games, movies, etc that they wouldn’t normally pick. Afterwards, you could have an informal chat about what they enjoyed, what surprised them, and how it felt to step outside their comfort zone.
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Gender stereotypes can start to affect children at a very young age. Many children already have ideas about what colours, toys, or hobbies are “for boys” or “for girls” and these often come from environmental experiences and it can have a real impact on their confidence.
This year I taught 2nd class and I have had the same pupils for a 2 year cycle. I’ve seen gender stereotypes come up in small but significant ways in my class. One example from last year was when a boy came in proudly showing his new s pink Stanley Cup. A few boys laughed and said it was a “girl’s colour.” When some of the boys laughed at the pink Stanley, I just made a casual comment in , reminding the class that pink is not a “boys’ colour” or a “girls’ colour” that anybody can like it, and what matters is choosing things that make you happy.
During this year the same child sometimes brings in microphones and dolls for Golden Time, and again, questions are asked by others as if those are “for boys”. It’s times like these that show us how early children pick up ideas about what boys and girls “should” like, and how it can affect their confidence in expressing themselves.
I think as teachers knowing about Development Education ideas can really help challenge this thinking. Using stories and classroom discussions that celebrate diversity of interests, and role-play where children can swap perspectives, it also encourages respect and empathy for differences.
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One moment that stood out to me was during a group project, when some boys quickly took on the “leader” roles while the girls were pushed towards decorating the poster or writing neatly. None of this was said directly, but it reflected an unspoken expectation of what boys and girls were “good at.” It struck me how easily these patterns are reinforced, even at primary level, and how much they can limit students’ confidence and sense of possibility.
Development Education methodologies could play a key role in challenging these stereotypes. Using active learning, role-play, and critical questioning can help students reflect on the roles they take on and explore fairness, equality, and representation. For example, encouraging children to rotate responsibilities in group work or to study stories of women and men who have challenged traditional roles could broaden their perspective. Creating a classroom culture where everyone is valued equally for their contributions is central.
On a whole-school level, these ideas link directly to School Self-Evaluation (SSE). Priorities around inclusion, equity, and wellbeing can explicitly include gender equality. Embedding Development Education within SSE ensures stereotypes are addressed systematically, not just occasionally.
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