School can be a way to transform society or to perpetuate meanings and practices that maintain gender inequality and discrimination. Research has pointed to the influence of the curriculum and teaching practices in maintaining differentiated education in the school environment, such as separating boys and girls into groups, encouraging girls to engage in passive activities and boys to engage in more physically demanding activities. It has also been observed that adults encourage a differentiated approach to certain subjects and school content for boys and girls, which can be seen even in masculinized and feminized professions. The inclusion of students with non-binary, queer and LGBT identities is still a pending issue in most educational contexts.

Main topics of this special issue: gender and curriculum, gender violence at school, gender diversity in school environments, gender-differentiated educational problems, non-binary gender identities at school, education and hegemonic masculinity, gender and appropriation of school space, masculinities and education, coeducational interventions with violent males.