International Women’s Day
Progress, Challenges, and the Role of Education
Every day, young people encounter gender inequality - in the media they consume, the relationships they observe, and the expectations placed upon them. Now in its 115th year, International Women’s Day is more than a date on the calendar.
It is one of the longest-standing global calls to action for gender equality, and an opportunity for teachers to deepen conversations that already sit at the heart of PSHE.
The 2026 theme, “Give To Gain,” highlights the idea that progress towards gender equality requires collective action and shared commitment across communities, institutions, and generations.
As young people prepare to enter an increasingly complex world, these discussions feel more relevant than ever. This year, the evidence is particularly striking. The World Bank’s Women, Business and the Law 2026 report, which assesses 190 economies worldwide, shows that while the average country scores 67 out of 100 for laws supporting economic equality between women and men, the enforcement score drops to 53.
The gap between rights on paper and rights in practice is one of the most meaningful ideas young people can explore. It runs through every aspect of PSHE, from gender equality and stereotypes, to consent, healthy relationships, and representation in the media. International Women’s Day offers a moment to make those connections explicit.
Closer to Home: Progress and Persistent Imbalance
The UK is no exception to this global pattern. The latest FTSE Women Leaders Review - a business-led, government-supported initiative examining representation on the boards and leadership teams of FTSE 350 companies, and 50 of the UK’s largest private businesses - presents a picture of both progress and ongoing imbalance.
Women now hold 43% of board positions across FTSE 350 companies, a dramatic increase from just 9.5% when tracking began 15 years ago. This marks a significant, measurable change.
However, progress at the most senior level has slowed. There are currently nine female CEOs in the FTSE 100 - unchanged from the previous year and below the peak of 10 in 2023. Vivienne Artz, Chief Executive of the FTSE Women Leaders Review, has described progress at this level as 'achingly slow'.
Together, these figures offer a valuable starting point for discussing what representation means in practice, and how participation, influence, and leadership overlap. For students, they provide real-world examples of how progress can be measured and why improvement in one area may not always translate directly into another.
Equality as an Ongoing Conversation
Recent debate over proposed changes to the Equality Act - including caution from senior government figures about weakening its protections - highlights that equality is not static. It is continually shaped by social expectations, workplace culture, and policy decisions.
Alongside these discussions, forthcoming measures such as the 2026–2027 gender pay action plans, which will require employers with more than 250 staff to outline how they will address gender pay gaps, further emphasise the view of equality as an ongoing responsibility.
These developments reinforce an important message for young people: equality evolves over time and understanding how these debates unfold is part of becoming an informed and active citizen. Rights are not simply inherited; they are maintained through awareness, participation, and constructive challenge - precisely the skills PSHE aims to develop.
National strategies addressing misogyny, online harm, and violence against women and girls increasingly highlight the role of education, particularly around consent, respectful behaviour, and healthy relationships. International Women’s Day sits naturally within this wider context, underscoring the idea that prevention begins with understanding.
Why This Matters for PSHE
Gender equality, stereotypes, consent, healthy relationships, and media representation are not abstract concepts; they influence the everyday experiences of young people. The data from the World Bank and the FTSE Women Leaders Review provides educators with a clear foundation - showing that inequality is often structural rather than incidental. It also highlights how the culture young people encounter, from media portrayals to assumptions within peer interactions and online spaces, shapes their understanding of themselves and others.
International Women’s Day offers a moment to connect global data with local experience, to consider how policy discussions intersect with personal values, and to explore the ways representation can shape aspiration. In doing so, it helps students see themselves not only as observers of change but as potential contributors to it.
The themes at the heart of International Women’s Day already exist within the classroom environment. The question for educators is how, and when, to bring them into focus.
Resources to Support Your Teaching
For over 35 years, Independence Educational Publishers has supported PSHE and Citizenship teaching with high-quality, curriculum-aligned resources.
Our print titles and Issues Online digital platform - with an archive of more than 8,000 articles - provide balanced, accessible materials exploring a wide range of topics, including:
- gender equality
- consent and respectful relationships
- stereotypes and identity
- media representation
- citizenship and social responsibility
Whether you are exploring these themes independently, discussing them in groups, or engaging with wider school activities around International Women’s Day, our resources are designed to support informed and thoughtful learning.
Our recommended titles for this topic
- Vol. 424: Respectful Relationships
- Vol. 427: Sexism and Misogyny
- Vol. 432: Gender Equality
All titles are available in print and via Issues Online.
Some ideas for tutor-time:
“Rights on Paper vs Rights in Practice” Discussion
Write the phrase “rights on paper vs rights in practice” on the board. Ask students to think of an example where a rule or right exists but is not always followed in real life (this could be in school, sport, or society). Invite two or three quick examples and briefly discuss why the gap might exist.
Representation Quick Think
Ask students to silently think of three leaders they know (in politics, business, sport, or media). After a minute, ask how many of those leaders were women. Discuss what this might suggest about representation and visibility.
Stereotype Spotting
Ask students to name one stereotype they have heard about men or women (for example about jobs, behaviour, or interests). Discuss whether stereotypes reflect reality and how they might affect people’s choices or opportunities.
One Change That Would Help Equality
Ask students: “What is one small change in society that could help improve gender equality?” Give them one minute to think, then take a few suggestions. Encourage ideas about behaviour, opportunities, or attitudes.
Aspiration Reflection
Ask students to think about a job or role they might want in the future. Then ask: “Do you think gender stereotypes might affect who people expect to do that job?” Invite brief responses and discuss how representation can influence aspirations.