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Towards a non-violent school environment

One-off programs rarely have lasting results in schools. An integrated approach is much more likely to achieve real and ongoing progress.

The following 'five step' model is based on the work of Connell (1999):

Examine the situation
Extend the common ground
Make gender a theme across the curriculum
Design special purpose initiatives
Take time for evaluation.

Step 1: Examine the situation

Enlist students and staff in the collection of a range of data to be analysed by gender. Data could include:

gender relations - how boys and girls get on together and with others at school
changes in relations and expectations between men and women at work and at home
masculinity 'hotspots' or problem issues such as sport, homophobia and student welfare
subject choices and participation in other aspects of the curriculum
literacy performance and ideas of masculinity, linked with home and community knowledge, students' opinions and teacher professional development
curriculum content and delivery
assessment, competition and defining success

Step 2: Extend the common ground

Look for ways to end gender oppositions and divisions, such as

developing quality coeducational activities like drama, computing, textiles and community work
developing new approaches to subjects such as physical education where dominating masculinities can marginalise some girls and boys
investigating gender construction through aspects of popular culture such as sport or music
sharing resources for single-sex classes engaged in gender analyses of texts
engaging students in challenging gender-based violence and disrespect between the sexes

Step 3: Make gender a theme across the curriculum

Consistently focus on achieving better social and academic outcomes by studying gender relations across the curriculum. Rather than developing separate 'gender studies' or working only within the humanities, rethink maths, science and computer studies with a gender focus. This is especially important so that gender construction is seen as 'real learning' for boys whose narrow subject choices limit their opportunities to explore these issues.

Step 4: Design special purpose initiatives

Where specific 'hotspots' or problems have been identified there may be a place for special purpose programs dealing with specific issues such as sexual harassment, homophobia and other forms of bullying. Such programs should involve both boys and girls, as both benefit from learning how prevailing versions of masculinity dominate the ways boys and girls enact their gender identities.

Step 5: Take time for evaluation

Periodically return to step 1 and look at data to gauge progress on issues such as disciplinary action, behaviour, retention rates, social and academic outcomes. Listen to feedback from the school community.

Questionnaires are an effective tool if well designed but if not can be time consuming and produce low-grade information. Good models are available in Gender and School Education (Collins et al. 1996), Enough's enough! (Education Queensland 1994), Gender Up Front (Association of Women Educators 1997) and No Fear (Department of Employment, Education and Training 1995).

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