written by Maija Tuomola, Teacher, Lounais-Hämeen koulutuskuntayhtymä
Gender equality in everyday life at an educational institution is not just ceremonial talk or a legally required plan kept in a folder. In practice, it is visible in small, everyday moments – in who is given the floor, from whom courage is expected, who is entrusted with responsibility, and what kinds of words we use to describe one another.
In everyday school life, this can be seen, for example, in group work where roles are not divided stereotypically, in physical education classes where everyone gets to try different sports, and in study guidance where students are encouraged to choose their field based on interest rather than gender. Equality therefore means equal opportunities to participate, as well as equal rights and responsibilities.
In practical terms, equality means that no one is placed into a predefined mold based on gender. We do not assume that boys are naturally better at technology or that girls are automatically more conscientious. It means that everyone is allowed to be themselves without categorization. In practice, it is the opportunity to be oneself.
In people’s everyday interactions, equality is reflected above all in attitudes and language use. Even small comments can either reinforce or dismantle stereotypes, or divide people into opposing groups. Such remarks can—and should—be addressed. Even a single spoken objection can change the atmosphere and strengthen a sense of togetherness. We are all on the same side, in a shared educational community. Equality does not mean that everyone is the same; it means that everyone is valued equally.
Through one’s own actions, equality can be promoted in very simple ways:
- by genuinely listening to others
- by making space for those who are quieter
- by honestly examining one’s own preconceptions: do I unconsciously expect different
things from different genders?
It also means having the courage to choose paths that challenge expectations—setting an example that gender does not define abilities or interests.
A teacher can raise the topic naturally as part of everyday teaching, not only during a separate theme week. Discussion and reflection are important: a teacher can ask students what equality looks like to them in daily life and whether they feel it is realized at school and during work-based learning periods. Students’ own examples and experiences help spark genuine discussion on the topic.
Personally, I think this is above all a question of a sense of justice. It means that no one is made to feel smaller simply because of how they were born or how they experience themselves. It is the permission to be oneself—also at school.