Gender equality in education and learning: Children's Parliament report

Context: This is about more than the experience of school and learning

While the purpose of our discussions was to build a Theory of Change with children about gender equality in education, the scope of the conversations extended beyond the boundaries of the model we were using. It became evident very quickly that girls and young women needed space to share their experiences and that time should be dedicated to this.

Girls shared their experiences of sexism, gendered bullying and, in some cases, gender-based violence. Many girls reported that this was the first time they had been asked about these issues in any formal way and there was a strong sense that they felt relieved to be able to relate their experiences to others and discover that they were shared.

'It's so good to be able to talk about this stuff. It feels really great to get it all out.'

- S1/S2 girl.

It was clear that the girls we spoke to needed space to share and report their experiences, fears, and anxieties with a trusted adult. Some of the disclosures were deeply concerning. Girls were reporting fears of being raped or kidnapped and many of the girls shared experiences of being followed by men and boys on their way to or from school. One group of girls had a friend who had been raped and this experience had deeply impacted them. Girls said their worries affected their sleep and concentration levels, and thereby their ability to participate fully in learning.

'For me, it's getting kidnapped. I'd be worried about that... because people might think "oh, girls are weak, they're such a good target to like hit on"' S1/S2 girl.

'It's so awful we have to worry about all these things when we are only 12 and 13.'

S1/S2 girl.

'Wherever we go guys stare us down and intimidate us and no one does anything about that.'

S1/S2 girl.

'[Boys] say a lot of things, just really inappropriate then he looks at me and smiles and it makes me feel really weird.'

Primary girl.

Nine-year-old girls reported being intimidated by boys in and out of school with one girl reporting that boys in her WhatsApp group text her things like: "I am going to rape your mum" as a joke. The same nine-year-old also suggested we could ask Santa Claus to help with the solution. 'Santa could tell every boy and girl in the world not to be sexist and could make sure everyone had gender neutral toys.' The juxtaposition of sexual violence and a belief in Santa is shocking to unpick.

There were many disclosures throughout our conversations, demonstrating the pervasive nature of violence against women and girls. These worries were not limited to the education setting; experiences of sexism and gendered violence outside of school can be seen to impact in school with girls reporting lack of sleep and concentration and a broader fear of boys and men. It is clear that we cannot address gender inequality in education without looking at wider societal issues. Girls addressed both when working through the model.

Adult facilitators have ensured participating children have received appropriate responses, information and support. All disclosures were reported using relevant child protection/ wellbeing concern policies.