During these events in Cloe’s look/eyes (both as a child and teenager) was noticeable a super power: she was able to reveal stereotypes for what they really are (very stupid!).

We realised how important it is to discuss such a delicate topic in school, and we grasped the demand of the educational world for useful tools to utilise with students, in order to actively engage them towards gender equality. Schools are indeed the more appropriate environment for students to develop critical thinking, in contrast to other contexts where old-fashioned models are transmitted.

Due to the CERV (Citizens, Equality, Rights and Value – A call to promote gender equality) call for bids, issued by the European Commission, and along with DNArt, we decided to distribute the short film on the web in an innovative way. We made it the starting point for a deeper and broader project, which is addressed to Primary and secondary school teachers ( as well as to everyone who’s interested in analysing gender stereotypes more in depth).

The straightforward language employed in the Short film is the most direct tool (and the starting point for) to introduce gender stereotypes. Students have also access to other materials in order to expand the the viewing (backstage, directors’ notes, interviews and extras).

The Video-Pills section offers, through a series of insights developed by experts, an overview about all the different topics, discussed in videos and worksheets.

The In Class is the key section: students are the main focus and they carry out, through active methodologies, various activities. This section improves their critical thinking and their capability to individually and collectively reflect on different subjects as active and aware members of a community.

The present kit offers the tools to engage and encourage boys and girls who are (even at their young age) already affected by stereotypes in the way they perceive relationships between men and women, although these stereotypes are not firmly rooted yet. The kit aims to reveal and deconstruct stereotypes in order to build respectful and collaborative relationships between male and female gender; additionally, it intends to help boys and girls to freely have/gain self-respect and choose their future without conditionings.

Worksheets are engaging and they lead students to debate and group discussion, offering them the possibility to get involved in the activity and reflect on stereotypes that affect our daily life and experiences.

The teacher is the conductor and facilitator of the activities; s/he should avoid competition among students and encourage cooperation and debate. (without judgement). S/he should focus on students’ verbal and non-verbal communication, in order to guide them towards the objective: deconstruct stereotypes, and enable them to make free and conscious choices. School is real life training, where stereotyped expectations (which negatively influence our self-awareness and well-being ) are questioned and dealt with in a critical way; in this way students are given a broader and freer choice to independently choose their future, profession and high school.

Bias related to gender stereotypes are often unconscious, and the activities within the worksheets aim to reveal and highlight stereotypes in order to fight and defeat them. The activities offer students a training to critical thinking and to actively solve issues and conflicts through class debate. The teaching staff is responsible for highlighting and deconstructing those stereotypes, which can potentially undermine students’ balanced development.