Mike Gedye, Head of Equality, Diversity & Inclusion at York House School, on the importance of overcoming stereotypes from the earliest years of education
Challenging stereotypes among primary-age children is crucial in fostering an inclusive environment that promotes diversity and respect. By addressing and dismantling past stereotypes, educators help children to recognise the value of differences in gender, race, ability and other characteristics. This helps to prevent the formation of biases that lead on to discrimination and exclusion.
Primary schools should start discussions from Reception/KS1 to cement the foundations. At York House we use ‘Think Equal’ in our pre-prep – a programme that delivers social and emotional learning and challenges a discriminatory mindset. It is important that curriculum design and resources are inclusive across the school – for instance, with books, stories, and resources that show diverse roles across genders. When having conversations with younger children, using gender-neutral terms – such as lunch staff and chairperson – are helpful, too.
There should always be zero tolerance on misogyny, and coaching teachers to ensure they are aware of unconscious bias and model non-stereotypical attitudes themselves helps avoid these in the classroom. In PSHE, our pupils are exposed to different careers, roles and responsibilities and these are regularly discussed from a gender viewpoint. As PSHE is a spiral curriculum, the issues of careers, roles and responsibilities is revisited each year in greater depth, keeping content up to date and age appropriate.
Role play activities are an excellent way of dispelling stereotypes. Allowing children to try out different professional roles in a classroom performance or during drama sessions, can be particularly impactful. ‘See Think Wonder’ activities – where images are presented of people who would traditionally be assumed to be a certain gender based on what they are doing or how they look – supports this. In this activity, pupils describe what they see and develop an idea of what they think based on this first impression. Initial assumptions are then challenged by asking deeper questions about who this person could be and what else could be possible.
Role modelling is key.Notably, boys and girls should have access to all sports – mixed netball teams, mixed football fixtures against other schools, girls’ rugby, and so on. As educators we need to be instilling a culture where this is accepted as ‘normal’ despite traditional views on certain sports. By the same token, within the school setting, we must ensure a balance of genders in positions of responsibility across the staff and student community.
A visible diversity and inclusion team ensures the processes in school are always challenged – and it’s helpful to get pupils involved. We have launched a Kindness Council here at York House. Kindness Captains have been voted for and now pupils meet to discuss how we can become more inclusive. We also try to emulate this when inviting external guest speakers into school, making sure we include professionals of different genders in a range of roles – especially those that challenge stereotypes.
Early intervention encourages critical thinking, empathy, and open-mindedness, enabling children to develop positive relationships with their peers and appreciate diverse perspectives. This not only enhances social cohesion within the classroom but also prepares children to navigate and contribute to a more equitable future.
York House School york-house.com
Further reading: Edge Grove Prep on supporting individuality
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