A groundbreaking study conducted at Anderson Adventist High School in Gweru, supported by the British Council’s Action Research Grants programme, has demonstrated that addressing gender stereotypes in classrooms can significantly promote inclusivity and reduce bias by 50%.
For more than two decades, a consistent trend had been observed at the school: girls consistently outperformed boys in English. The study sought to investigate how gender expectations and teaching practices might be influencing these outcomes.
About 90% of students said they believe gender affects academic performance, while 70% reported hearing gender-stereotyped comments from teachers. These responses highlighted the existence of an unconscious but widespread bias in classroom environments.
“We realised that our language and examples, though unintentional, reinforced gender stereotypes,” said one teacher at Anderson Adventist High School.
“After this project, our classes are more balanced, and students feel equally encouraged.”
In response to the findings, the school implemented a targeted intervention that included teacher training and a review of classroom materials and language. The initiative aimed to raise awareness among educators and promote more equitable participation among learners.
Following the training, the frequency of gender-biased incidents dropped by half, marking a major step towards creating a more inclusive learning environment.
Lloyd Anderson, the country director for British Council Zimbabwe, praised the initiative, saying: “This study is an important reminder that equality begins in the classroom. By empowering teachers to challenge bias, we create environments where all learners can succeed.”
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The research highlights the transformative power of reflective teaching and evidence-based professional development in improving educational experiences and advancing gender equity.
Mandaza, an English language teacher at the school, noted that gender awareness is critical in teacher development.
“One of the United Nations Sustainable Development Goals, SDG 5, focuses on bridging the gender divide. It is very important that teacher training emphasises gender issues because once students develop a positive or negative attitude towards a subject, it ultimately affects their performance,” she said.
The Zimbabwean study forms part of the British Council’s highly competitive global Action Research Grants programme. In 2025, the organisation received 200 applications, with only 11 projects awarded grants, and Zimbabwe was among the successful recipients.
These research initiatives allow teachers to explore innovative and locally relevant strategies aimed at improving learning outcomes and promoting equity in education.
The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. It works to promote peace and prosperity by building connections, understanding and trust between people in the UK and countries worldwide.
The organisation operates in over 200 countries and territories and maintains a physical presence in more than 100 countries. Through its work in arts and culture, education and the English language, the British Council reached 599 million people in 2024 and in 2025.
