Promoting gender equality and safe learning environments in schools

On a wet and windy day in May in the UK, we battled with the intermittent internet connection to talk to Isata M Kamara, project manager, in a hot and sunny Sierra Leone. Isata has been implementing a new workshop to alleviate Gender Based Violence in schools and to promote gender equality. We wanted to know how the project came about, where the idea came from and the results so far.

During lockdowns, children and students have been at home. Some students have been able to study, but many girls have been forced into early marriage, or have become pregnant. Now, even though lock downs are being lifted, many no longer go to school. The pandemic may have exacerbated the problems, but the challenges that women and girls have in the school environment have always been there.

While the government of Sierra Leone and its development partners have made frantic efforts to combat violence against women and girls with new laws and launching awareness campaigns, much is yet to be done in order to create gender equal and violence-free communities. Many young girls in schools do not find the school environment safe and supportive to allow them to realise their full potential.

Since 2019 Isata and Marie Antoinette, General Secretary of Gambia Teachers Union, have been implementing the Positive Periods Programme initiative teaching women and girls about menstrual health and how to make re-usable sanitary pads, so that girls can stay in school when they have their periods. The training was initially based on health and hygiene, how to take care of themselves, and how to take care of the pads. But as the girls in her workshops talked to Isata about their problems and challenges, she realised that there was more that needed to be done. This is the story she tells about how she developed a second initiative to support girls to stay in education.

ISATA – During the Positive Periods workshops, some of the girls were explaining to me “OK now when you go to a teacher and you are trying to explain yourself to that particular teacher some teachers will tell you ‘I am busy, I am teaching’”. Teachers don’t always have the time or the training to allow them to talk about what is preventing these girls from coming to school, and staying in school. So in turn students don't feel confident to talk to their teachers to explain issues that are affecting them at home and even in the school campus.

This is what some of the girls explained to me, and they appealed to me to offer training to train their teachers on the gender-based violence and equality issues that are affecting them in their schools and community.

So I thought that it was a good idea and it fits with what we are trying to do, we are trying to support them to realise their potential. I discussed this with my team and Marie Antionette deleted and we put some ideas and activities together. We then collaborated with the Sierra Leone Teachers Union (SLTU) to conduct this training on promoting gender equality and safe learning environments in schools across provincial Sierra Leone in the 4 regional headquarters in the provinces.

It was not the first time that I was inviting teachers to a workshop, as soon as they saw that it was the Steve Sinnott Foundation running it they were very happy and willing to come and learn together. We had many topics we wanted to cover but we selected a few topics that we knew we could create useful activities from. We wanted to create a space where everyone felt safe to ask questions and take turns facilitating, so that it would be a fun and interactive session. We also gave them manuals which they can use in their schools.

For some of the topics we had separate discussions for men and women and we also had opportunities for men and women to discuss things together. By inviting both male and female teachers from different schools it was challenging because it got argumentative at times.

It’s two days training and before the end of it, every school had their own action plans that they wanted to implement. They wanted to create clubs, anti - gender based violence clubs, human rights clubs, disseminate information to their colleagues, set up WhatsApp groups for reporting and sharing challenges and so on.

When we carried out follow up visits to schools after the training, we found out that some of the schools have started working on their action plans already. The Steve Sinnott Foundation is ensuring that there is a follow up after each training session. We talk to the participants and visit their school, talk with the heads of the school and with the students. In this way we can support the implementation of the action plans, and offer more training if needed.

From these workshops and the follow ups, the schools have implemented a new system of reporting which they teach the students to use when they face any issues. We have a focus group with the students so we will know how the system is working. According to these students, they do feel comfortable now to talk with some of the guidance teachers and counsellors that we have trained.

I believe if I put in a lot of effort and work, if I develop the full scale of this project to work on these issues in schools across the length and breadth of the country it will be a safer environment for the future generations. We are doing everything it takes to make it work; we call, we visit, we offer handouts for them to use, we get schools to put a questions box up so students can give suggestions on improvements, and what concerns they have.

I think this workshop is a great idea, as it came from the students and teachers themselves. Even now the other regions are asking and recommending that we should extend the Positive Period Programme re-usable sanitary pad workshop to them and to include the primary level of the Gender Equality and Gender Based Violence workshop in it. They really need this opportunity.

Lessons I learned from this workshop - I learnt that if you have a passion for something you have to go the extra mile, and you have to have courage no matter what. You will stand in front of people, and some will not take your idea on board, but some will. So you have to concentrate on those that want to make a change, they will go out and change others. This is what I have learned."

Thank you Isata for your unflinching commitment to improving education in Sierra Leone.

Sustainable Development Goal 4

By Matthew Round • June 4, 2025

Defining Success in Education: Bridging Gaps for a Better Future Education is often seen as the gateway to personal and societal advancement through personal betterment. But defining success in education requires a deeper understanding than just academic achievement, it isn’t just about qualifications or certificates. Rather educational success is about ensuring access to learning that is inclusive, equitable and quality-driven. It’s about equipping students with critical thinking skills and the space to be creative. A quality education fosters holistic approaches, promoting emotional, social and intellectual growth. On a societal level, educational success is about ensuring we value and appreciate a society wide distribution of knowledge and skills; that diversity of thought can be just as important as orthodoxy. Ensuring Access to Education that Meets Individual Needs Traditional western forms of education based within on e-size-fits all models are inadequate in a world where learners have diverse backgrounds, abilities and needs. A shift is needed away from the top-down deficit model approaches which assume teaching and learning is transactional or akin to filling empty vessels, or as Paulo Freire described it, the Banking Model of teaching. Success in education will come from programmes that respect differences between individuals and across communities, using, for example, adaptive learning approaches. Additionally, integrating support for learners with neurodivergent needs or disabilities, as well as promoting (and indeed funding) digital literacy, can ensure that education is individual but also focused on the emancipatory effects of education. Gender and Racial Equity: The Pillars of Inclusive Education Gender and racial equity are crucial components of a successful education system and a founding component of Sustainable Development Goal 4. Although there has been significant progress here, disparities globally still persist. Barriers such as gender-based violence, early marriage and inadequate school infrastructure pose challenges for the international community. Similarly, racial inequality in education can manifest in various ways, from lower access to quality schooling to biased curricula that don't reflect diverse cultures or histories. To address these disparities, education systems should continue to develop policies that promote gender-sensitive curricula and address the specific needs of marginalised groups. Investing in female education, particularly in underserved areas such as sexual health, has been shown to create a ripple effect that benefits entire communities. Similarly, anti-racist educational frameworks can help to make sure that all students, regardless of their race or gender, receive the same opportunities to thrive. Creating a Better Future: What Needs to Be Done? Most importantly, we need to keep talking about SDG 4 — providing inclusive and equitable education and promoting lifelong learning opportunities for all. The more SDG4 is part of the global conversation the more likely it will become part of the taken for granted expectations of all countries and communities. The more academics like me discuss it in our lectures and have it in assignments, likely the more we are to normalise high quality, free primary and secondary education with our future global leaders. But more than this SDG4 should be at the heart of grass roots conversations, in every classroom, playground, and café. The more we talk about it the more a part of our global culture equitable access to education will become. Ultimately, success in education will not be defined by what certificates students attain, but by how well we equip individuals and communities to navigate and shape the world. Education should empower individuals, communities and nations to achieve their full potential, breaking down barriers that have traditionally limited access and opportunity. By striving for inclusivity, equity and quality, we can build a future where education truly is for everyone. BIOGRAPHY Dr Matthew Round is an academic and educator, who has worked with children from 3 years old to PhD students. Having been a science teacher, pastoral leader, and senior leader in schools in the UK, he now works in Higher Education and his current research focused on the emancipatory philosophies of Pierre Bourdieu and sex and sexuality education.

Allergy school: A New free educational programme to protect children with food allergies

By Tanya Ednan-Laperouse OBE • June 2, 2025

Every child deserves to feel safe and included at school but, sadly, that’s not always the case for children with food allergies. There are now around two children in every classroom with a diagnosed food allergy in the UK, and 20% of food allergic reactions occur in schools. Yet new research by the NASUWT teachers’ union, in collaboration with The Natasha Allergy Research Foundation, has exposed the barriers faced by too many of children with food allergies, which can leave them feeling excluded and isolated. The survey of almost 1,900 teachers revealed that 67% have had no allergy awareness training. One in five teachers has never been taught how to administer an adrenaline auto-injector which could save a life in a food allergy emergency, and almost two thirds (60%) don’t know or are unsure of their school even has an allergy policy. Despite a huge rise in allergies in the UK, there is no specific mandated guidance on how children with food allergies should be supported or how and when staff and team leaders should be trained. There is no funding for this either. That’s why Natasha’s Foundation, the UK’s food allergy charity, has created Allergy School. The £1 million, national programme for teachers offers nurseries, primary schools and out-of-school clubs and groups a suite of free resources, including films, engaging lesson plans and assembly packs and a self-assessment to see how allergy friendly they currently are. All are mapped into the National Curriculum to make them easy to use for all age groups. The resources also introduce Arlo, the friendly, food-allergic armadillo – a puppet which helps to educate children about food allergies in a positive and engaging way. The free resources, for children aged 3 to 11, are available at www.allergyschool.co.uk Allergy School has been developed in partnership with The King’s Foundation, St John Ambulance, the children’s charity Coram Life Education and Tesco Stronger Starts. It has received messages of support from His Majesty, The King and the Government, as well as schools, teachers and parents. His Majesty, King Charles said: “Improving understanding of this issue is so important for keeping children with food allergies safe and ensuring they are able to participate fully in activities at school or in our wider communities.” The aim of Allergy School is to transform understanding of food allergies in schools so that children with food allergies feel empowered, included and protected. I know from personal experience that it can be really hard to keep a child with food allergies safe in school. My daughter Natasha was diagnosed with food allergies as a young child and finding a nursery where she would be safe was extremely difficult. When she started school aged 5, it was only when she had a severe allergic reaction to milk on a school trip to the zoo that staff finally took her food allergies seriously. Natasha died when she was just 15 from a food allergy to sesame. She ate a baguette sandwich that didn’t list sesame seeds on the food label, but they had been baked into the dough of the bread, invisible to the eye. Had the baguette been labelled properly, Natasha would not have eaten it, and she would be alive today. Natasha’s death put us on a mission to campaign for change. Government, schools, teachers, parents and pupils need to come together to support children with food allergies in this country. Our new Allergy School programme will transform levels of awareness and understanding of food allergies in a positive and engaging way for all children. BIOGRAPHY Tanya Ednan-Laperouse OBE, founded The Natasha Allergy Research Foundation, the UK’s food allergy charity, with her husband Nadim after their daughter Natasha died aged 15 from an allergic reaction to food in 2016. In 2021, Natasha’s Law came into force which improved food labelling. The charity funds medical research and campaigns for a safer world for people with food allergies. Tanya has been awarded an OBE in recognition of her services to people with allergic disease.

I believe in you.

By Vanessa Herder • May 30, 2025

We reach success in education if all people know exactly how to live up to their potential. This requires not only formal knowledge and learning, it includes a deep understanding of self through introspection. The secret sauce of a successful education includes information, sometimes encyclopaedic knowledge as well as an awareness of our own desires, experiences, passions and aspirations. Successful education happens when a beautifully open mind meets critical thinking; and when connecting the dots leads to problem solving and openness to the wonders of the world. I am not talking about a romantic setting: give everyone a book and they can study by themselves and all will be good. Successful education goes beyond school and formal education. It comes from people who challenge us or make us do things we don’t want to, from different situations, personal struggles or an inspiring influence. These are opportunities to thrive and suddenly we realize we went beyond what we think we can do and we outgrow our own expectations - thanks to other people. We meet excellent teachers in our family, within our group of friends, at our internet community or at school or university and we learn from and with them and they inspire us - these people have an impact on us. I call this ‘people-associated learning’ and consider it the most profound and life-changing education method. What is the opposite of successful education? If we stop learning, if we don’t accept that the only constant in life is change. By reaching a point where we say, ‘I know it all’, we have failed. Successful education teaches that we always evolve and this comes with continuous learning and development. This makes us fit for the future and enables us to adapt to always new circumstances. It is about being able to divorce a previous idea and embrace a new one, it is the ability to change. We constantly receive input from our educators and rely on them. A worthwhile goal in successful education is to reach a degree of independence and freedom to educate ourselves with the aim to share our knowledge with other people. This is a wonderful path, however, not an easy journey. If someone is believing in us, it is much easier to go the way we want to go - despite obstacles. With the help of others, we will have the courage to overcome all the speed bumps and setbacks and we will have the guts to educate ourselves. Nothing is better, makes us happier and contributes better to the world than fulfilling what our purpose is. This belief in us is by someone who is around us & makes all the difference: they can challenge us, they see achievements in us which we yet to cannot see, and they see of how much more we are capable of. Go and find the people in your life, who tell you this one lifechanging sentence: I believe in you. BIOGRAPHY Vanessa Herder is a scientist working at The University of Glasgow in Scotland. Her work studies the early immune response of virus infections aiming to understand what drives a severe and lethal outcome versus a mild disease. She did her PhD in multiple sclerosis research, followed by a doctoral thesis about a virus infection causing brain malformations. She is a trained veterinarian and after finishing her specialisation in veterinary pathology in Germany, she moved to Glasgow to focus on the pathogenesis of systemic and respiratory virus infections, including SARS CoV-2 and influenza virus.