From Policy to Practice: Evaluating Gender Mainstreaming in Government School Initiatives

Gender mainstreaming, as a global strategy for achieving gender equality, has found its way into national education policies and school reforms. Although national policies such as the National Education Policy (2020), Right to Education Act (2009), and initiatives like Samagra Shiksha Abhiyan and Beti Bachao Beti Padhao, signal a strong commitment to gender equity, the actual translation of these policy commitments into school-level practices reveals significant inconsistencies. This paper evaluates the extent to which gender mainstreaming policies are effectively implemented in Indian government schools, focusing on four key domains: curriculum, teacher training, infrastructure, and student participation. Drawing on existing literature and policy analysis, the study identifies systemic challenges including socio-cultural resistance, lack of gender-sensitive pedagogy, inadequate infrastructure for gender minorities, and weak accountability mechanisms. It also highlights emerging good practices from states like Kerala and Delhi that offer scalable models of inclusive education. The paper concludes with actionable recommendations for institutional reform, capacity building, inclusive curriculum development, and enhanced community engagement, aiming to bridge the gap between policy intent and implementation. A transformative, whole-school approach to gender mainstreaming is proposed to ensure that Indian schools become truly inclusive and empowering spaces for students of all gender identities.