The department of basic education’s proposed gender-responsive pedagogy (GRP) toolkit has sparked debate, with critics framing it as a form of “contested” and “speculative” content that could potentially “confuse” or “harm” young children. But what exactly is GRP and why is it vital for early childhood education in our context?
GRP is an evidence-based approach that seeks to address and challenge entrenched gender biases in educational settings. It involves incorporating gender awareness into curricula, teaching strategies, classroom interactions and assessment methods to ensure that all children — regardless of their gender — can access learning opportunities on an equitable basis.
In practice, this means creating classrooms where gender stereotypes are actively challenged, where diverse identities are affirmed and where children learn to express themselves without fear of ridicule or exclusion. It is about fostering environments where girls, boys and gender-diverse children are equally valued and where educational content is inclusive, affirming and representative of the diverse realities children inhabit.
Despite the clear benefits of GRP, opposition persists. Some argue that the approach introduces speculative or ideologically driven content that is inappropriate for young children. Others claim that it undermines parental rights and imposes contested social constructs. These critiques often overlook the substantial research supporting the positive impacts of gender-responsive and gender-inclusive pedagogy.
Schools play an important role in building safe, supportive and affirming learning environments that expand their intellectual and social horizons
The idea that discussing gender diversity is confusing or harmful to children is not substantiated by empirical evidence. On the contrary, inclusive curricula reduce bullying and promote adaptive social skills. Rather than confusing children, GRP provides them with the language and tools to understand and navigate a diverse world, cultivating empathy, critical thinking and respect for others.
Moreover, concerns about parental rights and respect for their religious or cultural beliefs must be contextualised within South Africa’s broader constitutional mandate to provide non-discriminatory, inclusive education.
While parents play a pivotal role in the psychological and social development of their children, our schools play an equally important role in building safe, supportive and affirming learning environments that expand their intellectual and social horizons beyond the confines of any single viewpoint. This is particularly crucial in a diverse society such as South Africa.
GRP is particularly important in a country where gender-based violence, gender inequality and harmful stereotypes remain pervasive. Early childhood education offers a crucial window of opportunity to challenge these norms and foster healthier, more inclusive social dynamics.
From a psychological perspective, inclusive education has been linked to higher self-esteem, reduced anxiety and lower rates of bullying. When children see themselves represented positively in learning materials and classroom discussions, they are more likely to develop resilient self-concepts and navigate identity formation with confidence.
Socially, GRP equips children with critical social skills, including empathy, conflict resolution and respect for diversity. These are essential for fostering positive peer relationships and reducing prejudice. Children exposed to diverse identities in educational contexts are better prepared to navigate multicultural societies with greater social competence.
Finally, by challenging rigid and restrictive gender norms, GRP addresses the root causes of exclusion, discrimination and GBV. It encourages young children to think critically about gender stereotypes, question normative assumptions and imagine broader possibilities for themselves and others.
Incorporating GRP in early childhood education is not about imposing ideologies or confusing children — it is about ensuring that all children are seen, valued and supported as they learn and grow. As South Africa grapples with entrenched gender inequalities and high rates of GBV, it is imperative that our educational policies reflect a commitment to inclusion, equity and social cohesion.
In this context, the department’s initiative is a necessary step towards fostering more inclusive, affirming and psychologically supportive learning environments in which every child can thrive.
• The views expressed here are those of the authors and do not represent the official stance or policies of the University of Pretoria
• Martin is senior lecturer and clinical psychologist in the department of psychology at the University of Pretoria, and partner member of the Africa-Europe Cluster of Research Excellence in Health, Gender and Sexualities;
• Brouard is clinical psychologist and research associate in the Centre for Sexualities, Aids and Gender at the University of Pretoria, and executive committee member for the sexuality & gender division of the Psychological Society of South Africa
For opinion and analysis consideration, e-mail Opinions@timeslive.co.za
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