It was acknowledged that decision makers would need to come on board for gender equality to be realised. The government and politicians were also named by the majority of children. Make it difficult to raise issues of fair treatment as football coaches could also be parents of boys on the team, and therefore might not take bullying or sexism seriously. There were also interesting discussions around the overlap of coaches and parents that could
The main people identified were 'sports coaches', 'after-school club staff' and 'playground supervisors.' Sport and play were one of the biggest themes in our conversations with girls and this came to the fore from the first question with most girls identifying adults involved in sport and play as being central to solutions. Headteachers were named as school staff who could affect the most change in the school environment. Girls also highlighted a need to engage school leadership.
'Teachers – if they just speak it might not change. Girls further believed that there was an urgent need for all school staff to be trained in gender equality for them to be effective in change. Every group identified 'teachers' and ' PSAs' in their conversations. There was a consensus amongst all the children we worked with, that teachers and adults in school were the natural starting point for who should be involved in the change. The first question posed by our Theory of Change approach helps us identify who the individuals or groups are who must be involved in change. How do we know that we're making a difference for girls and young women? Who should be involved in the change? What do we need to do to change things?Ĥ. The Theory of Change model poses these 4 questions, each reported on here:ģ.
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