"Mind the Gap. Step up for gender equality is a project (2021/2022) co-funded by the European Union’s Rights, Equality and Citizenship Programme, coordinated by AIDOS – Associazione Italiana Donne per lo Sviluppo (Italy) in partnership with APF - Associaçao para Planeamento Familiar (Portugal), END FGM European Network (based in Belgium, working at EU level) and Medicos del Mundo (Spain). The overall objective of the project is to contribute to tackling gender stereotypes in education in Italy, Spain and Portugal, thus reducing the influence of gender expectations on young people’s choices in education, work and life. The project’s specific objective is to strengthen the capacity of professionals and other adults in contact with children to identify and address gender stereotypes in education. "

"Equal School - education free from discrimination, Handbook for teachers" - A compilation of information on socio-cultural gender issues, discrimination and gender equality. It is designed as a teacher's guide and includes ready-made didactic scenarios.

"The way to understanding. Handbook for parents." In this publication we figure how to build an understanding between a parent and a child, where both are equally important and feel comfortable, based on NVC. The publication includes appendices: practical exercises, games and activities.

"Understanding in the classroom. Handbook for teachers". In a dozen short chapters, the publication identifies tools and a way of thinking that can support the building of trusting, warm and safe relationships in schools based on NVC.

"Gender in schoolbooks" The report 'Gender in schoolbooks' is the result of the work of a nearly 100 person interdisciplinary team of researchers. As a result, 227 or 25% of the textbooks approved by the Ministry of Education in 2013 for school use and intended for general education in 28 subjects, at all levels in different types of schools, were analysed according to gender representation and mainstreaming.

This toolkit is useful for secondary school teachers and young learners (14–15 years old). It aims to support teachers to organise discussions in the classroom to effectively address gender stereotypes, based on the example of the transport sector. This toolkit also allows school leaders and counselors to challenge gender stereotypes in schools, where an environment free of stereotypes may lay a firm foundation for children to grow up freely and develop their unique interests and talents. In addition to the above-mentioned target groups, teachers, school leaders, and school counselors are also encouraged to share their work around the toolkit with the learners’ parents whenever possible.

"Boys and girls reflect on inequality, mental health and the role of social networks in the persistence of gender stereotypes. In countries such as Spain, where society has moved towards more egalitarian attitudes, many gender stereotypes persist even among boys and girls. However, a recent survey in four countries including Spain showed that 47% of boys believe that women, under the guise of equality, pretend to have more power than men. In Spain, although 87% of young people think that gender equality should be as important for men as it is for women, 18% of boys deny the existence of gender-based violence.
This article reflect the opinion of five boys and girls from UNICEF Spain's advisory group to find out what they think about inequality, gender violence, mental health and the role of social networks in the persistence of gender stereotypes."

"The normalisation of gender-based violence and the repetition of sexist roles are also maintained among adolescents, according to Save the Children's latest report, It's not love. The organisation has analysed the existing policies, studies and data in Spain on gender violence among adolescents and warns of the serious consequences of psychological and controlling violence suffered by 1 in 4 adolescents aged 16 and 17, according to the data collected by the Macro-survey on Gender Violence of the Ministry of Equality (2019). "

The EU Gender Equality Strategy delivers on the von der Leyen Commission’s commitment to achieving a Union of Equality. The Strategy presents policy objectives and actions to make significant progress by 2025 towards a gender-equal Europe. The goal is a Union where women and men, girls and boys, in all their diversity, are free to pursue their chosen path in life, have equal opportunities to thrive, and can equally participate in and lead our European society.

The aim of the present study is to present and analyze bullying, as well as those intervention programs that seem to have an effect in reducing this phenomenon. In the first chapters of the present study bullying, cyber bullying are presented, as well as the psychosocial profiles of the students that participate in bullying and the negative results that occur in their lives and their psychosocial development as a result of bullying. According to research data regarding the effectiveness of the available intervention programs, those programs that include psychoeducation for both students and teaching stuff, as well as those who adopt proactive and prevention techniques, seem to have a positive effect in reduction g bullying in schools. According to the results of the present research that was conducted for the aims of the present study, most of the teaching stuff that participated in our research adopt proactive and positive interventions regarding the management of bullying in their school classes, as well as adopting an authentic, rather than an authoritarian style for managing their classes.

School Violence is a complex social issue, constantly augmenting in frequency, intensity and severity, that necessitates systematic planning towards its prevention and treatment - management. Immeasurable negative consequences affect many psycho-social and physical aspects in pupils’ lives. School Violence may also bring disorder into the whole school ethos and even invalidate the educational process. The immense need for prevention and treatment of violence and conflicts in school leads to a number of proposals and practical approaches for its management. Most of them are based on traditional methods of suppression and on stereotype attitudes, leaving out the notion of the remedial / corrective procedures in justice administration producing no positive results as far as the elimination of violence is concerned. “School Mediation” is presented as an alternative method of conflict and discrepancies resolution in a peaceful way. Specifically, Mediation among Peers (“Peer Mediation”) has its foundation on confidentiality, mutual respect, empathy and keeping equal distances, aiming at justice administration and reparation of both damages and disrupted relationships, in parallel with actions to the victim’s satisfaction and to the perpetrator social reintegration, decreasing the probability of relapse. This dissertation attempts a small scale research on the levels of the acquired skills -for the prevention and management of difficult situations and conflicts, among pupils, when a “School Mediation/ Peer Mediation” program is implemented. Furthermore, this report holds a comparative view on the schools practicing “School Mediation” to those they do not. Additionally, it examines the extent of satisfaction that derives from the “Life Skills Development Actions” those schools provide their learners with, and the degree of empowering and fostering strong relationships of cooperation and solidarity for the pupils, in order to create a positive climate of security for them, in the school community.

"Τhis study’s primary objective is to examine in detail the various scientific theories that deal with up to which extent the emotional intelligence supports the social and emotional learning and how emotional intelligence relates to academic success in school and especially in the area of secondary education.
The conclusions obtained through the study that follows shows that if students learn through appropriate training programs how to control and handle their emotions so as to improve learning and develop their social communication and how to understand the feelings of the other, they are more likely to succeed in life. In this way students achieve both academically and professionally and, most importantly, in their personal lives. Therefore, programs of emotional and social learning in schools can increase academic success and decrease antisocial behaviour.
An important element in developing an emotionally intelligent student is that the learning environment should be able to adapt and transform, and be open to the principles of the theory of emotional intelligence.In addition, the teacher responsible for implementing the program should be able to realize the ways to approach of the theory and incorporate the main principles of the methods of teaching.
For all the above reasons, implementing emotional development programs in schools seem to be really important and topical as ever."

"The prime aim of the present study is to examine perceptions of secondary students concerning the strategies applied by their teachers for managing classroom behavior. 803 students attending 2nd grade of Greek Gymnasium (14 year old) completed questionnaires aiming at investigating how often teachers of Ancient Greek Language and Music choose among six distinct and common strategies for managing their students’ behavior, how often students misbehave in class, students’ liking for their teachers, students’ academic performance, students’ interest in learning as well as the value they impose in learning. Results indicated that, among teachers, the most frequently used strategies for managing behavior are ‘implications for students’ behavior’ and ‘punishment’. Strategies with the lowest frequency in their application by teachers are ‘involving students in decisions concerning the class’ and ‘teachers’ aggressive behavior'. Significant differences were found between teachers of Ancient Greek Language and Music, as far as the frequency of applying five of the six strategies is concerned. Misbehavior does not occur very often but has a steady presence in classrooms of both subjects, while boys reported to misbehave more often than girls. Finally, misbehavior was found to relate negatively to students’ liking for their teacher, to their interest for the lesson, to their academic performance and to the value they impose to learning. Results are discussed in relation to the review of the literature and proposals for teachers and for future researchers are included. "

"This educational intervention guide, conducted between 2019 and 2022 by researchers from Ireland, Israel, Spain and Sweden and funded by the European research network GENDER-NET. It aims to explore discourses of non-violent forms of masculinity and ways to support and promote positive masculinities for the prevention of VAW among young men and in society. It is based on positive masculinities, which refer to possible alternatives to hegemonic masculinity and ways to promote more inclusive, empathetic, supportive and equitable forms of manhood and gender equity. It includes a conceptual toolkit and activities to engage young men in actively rethinking gender relations and promoting equitable and healthy gender relations, free of violence against women."

"The following guide is intended to support teachers in incorporating the issue of egalitarian masculinities in a transversal or specific way in their teaching, in the Tutorial Action Plan and in any context in which it is possible to work on these issues. The aim is to offer a series of basic and introductory tools designed to work with groups of secondary school students, high school pupils, teachers and teachers' associations. working with groups of Secondary, Baccalaureate and VET students."

This article proposes guidelines for incorporating feminism and "alternative masculinities" into the socio-educational action carried out by social educators in their different areas of work. Based on a theoretical review of the concept of alternative masculinities and their importance for the transformation of societies, this gender approach places men as the main protagonists on the road to equality. Through these reflective lines, we will consider how and in what way the hegemonic model of masculinity constructed from patriarchy creates an unequal difference based on sex, placing women in a situation of permanent disadvantage and having negative consequences for many men as well. In view of this, we will focus on alternative masculinities as questioning this model, since their critical approach, and therefore their proposals, are indispensable in any action aimed at social transformation.

Language is a reflection of the attitudes, behaviours and norms within a society. It also shapes people’s attitudes as to what is ‘normal’ and acceptable. Women play an active role in society, yet – all too often – we use language that ignores or minimises their contribution. Words matter in shaping our worldview. For example the dominance of masculine words for general references can reflect assumptions about gender roles and influence readers. This toolkit is an easy-to-use guide on how to use more gender-sensitive language.

The project "DigiTyps - De-stereotyping of job profiles and training concepts in the digital transformation" is essentially concerned with the question of whether the current upheavals taking place in the world of work around digitalisation (can) represent an opportunity to weaken gender-specific educational and occupational attributions. The assumption that advancing digitalisation has the potential to upset gender-binary attributions of competences or occupational requirements has so far not been empirically addressed in studies. In principle, research shows that digitalisation could (still) go in both directions and both reinforce and reduce gender segregation.

The primary aim of this report was to create an initial broad information base on LGBTIQ+ health through quantitative data collection and to provide initial supplementary information through qualitative interviews that cannot be covered by questionnaire surveys.

"Studies on gender stereotypes in communication and media studies are mainly media content analyses, with print media and advertising being the main topics examined. Alongside differentiations and modernisations, studies prove that gender stereotypes in the media persist at a high rate. There are gaps in research on reception and effects, and research must continue to face epistemological challenges. This academic paper demonstrates this. "

This handbook was produced as part of the international project GECM - Gender Equality Charter Mark: A tool to overcome gender inequality in schools. It has two purposes: This reading is intended to provide an insight into what gender equality means in general and in a global perspective, especially in the school context, and which core areas of the school system are affected. In addition, by referring to a detailed Gender Check for schools and providing appropriate teaching materials, it aims to show ways to achieve gender equality in one's own school.

The content, prepared and published by the Austrian Presidency of the Council of the European Union, shows the changes in the position of women in Austria over the course of history and the areas in which changes have taken place through statistical data.