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A Parent-Powered Movement

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A Parent-Powered Movement

Getting started with your child's primary school

Who should i speak to?

There are three main groups you could call or email to speak to:

1: The Headteacher or Designated Safeguarding Lead (DSL).

2: You could also talk to a parent representative or parent group, if your school has one. They may take ideas to the school leadership or invite you to       attend a meeting
3: Reach out to the parent governor or another member of the board of governors.

What do i say?

Introduce yourself as a parent concerned about harmful gender norms and misogyny. Tell them that you would like to hear about current steps being taken to address these issues and that you would like to explore what else could be done. Explain that you, and potentially other parents, are willing to support or collaborate.

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TIP: Make it clear that you understand schools are busy and that you value the role teachers play in shaping young minds in addition to all required teaching and other duties.

How do I persuade the school?

Some schools will be keen to discuss ideas, and some will be more resistant. You can use the information on 'The Issue' page to describe the topic, the evidence base, and schools' obligations. Main points include:

 

  • High rates of gender stereotyping, sexist language and harmful behaviour in primary school settings 

  • Detrimental effects on boys and girls, from harmful gender norms in terms of current and future emotional wellbeing, relationships, educational and career success

  • Department of Education mandate to prevent and address everyday sexism and misogyny within Safeguarding remit as well as in Relationships, Sex and Health Education (RSHE) classes

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NOTE: While a governmental mandate exist, there is currently no standard guidance, support, or inspection method to enable or check whether schools are actively addressing these areas.

What am i asking the school to do exactly?

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There are many things that primary schools can do, from stand-alone activities through to applying a sustainable and comprehensive approach.

Here are 5 asks:

 

1: Ask them to look in to implementing a whole-school approach to addressing harmful gender norms and misogyny. This is a coordinated strategy that embeds values, practices and responsibilities across all areas of school life. This is the best strategy and can be done independently or with support from an external organisation. Otherwise, they can start with some of its components, like these:
 

2: Conduct a baseline survey with staff and pupils (and parents) to understand their current knowledge and confidence level, their interest and ideas.

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3: Support teachers and staff to build their knowledge and confidence including how to speak to pupils about the topic with and how to recognise and respond to harmful behaviour.

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4: Include age-appropriate learning on gender stereotypes and sexism within PSHE classes if it is not explicitly included already, ensuring it is covered consistently across year groups.

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5: Introduce the topic through assemblies and circle time, giving pupils space to reflect, ask questions, and talk openly in a safe environment; encourage pupil-led initiatives like campaigns promoting gender equality.

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NOTE: We signpost to free resources and partner organisations who provide support to schools on MFS webpage ‘For Primary Schools.’
 

How can I support the school?

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Parents can support schools in lots of different ways, often by drawing on their own interests, skills, or experiences. Look through the topic ideas on the ‘Primary Schools’ page for inspiration, here are just a few:

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  • Artist? You could support pupils to create a display for the school

  • Involved in activism or community work, you could run a session on civic participation, such as a letter-writing activity

  • Enjoy reading, you could review library books for equal inclusion and types of representation of women/girls and men/boys, and suggest new titles 

  • Work in a role that challenges gender stereotypes, you could speak to a class about your job

  • Data expert? You could run a session using real-world examples (e.g. gender pay gaps or representation)

  • Like connecting to others, you could help design or run a parent survey

  • Fundraising experience, you could support the school to raise money (e.g. for new books or resources)

  • Work in any curriculum area, you could suggest resources / offer to support a lesson that highlights women’s contributions or men’s role in challenging stereotypes

  • Work in campaigns, you could talk to pupils about your work or support a pupil-led campaign

  • Policy or governance experience, you could support reviewing or developing school policies

  • If you’re a father or male carer, you can speak about your experiences challenging stereotypes and supporting gender equality

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Not sure? Take our MFS superpower quiz!

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TIP: Simply talking to the school about MFS and encouraging them to take action is already a valuable contribution—you don’t need to offer a specific skill or take part in classroom activities to make a difference.

Keep building interest and momentum

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If you don’t hear back from the school, keep enquiring and offering support remembering they are very busy places with lots of competing priorities.

Join with other partners where possible, support in numbers.  

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Keep an eye out for MFS communications as we build up our resources and share opportunities from our partners on things like free teacher and parent training sessions and more.

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