ABSTRACT
Traditionally, schools have been defined as institutions designed to provide learning environments (classrooms) for the teaching of children and adolescents under the direction of teachers, following a set curriculum. Schools have been undergoing two main changes: school borders are becoming more permeable, and schools are increasingly being defined as learning organizations. This chapter discusses certain strategies related to this issue: monitor developments in the implications of neuroscience for education, examine what kind of masculinities are being promoted in the school, recognize that children and young people have a right to sexuality education, avoid stereotyped gendered behaviour patterns, develop a supportive school culture, and employ response to intervention (RtI) procedures. Creating a positive school culture involves developing and implementing goals for the school as a whole. RtI involves tracking the progress of all students in a class, and identifying those whose levels and rates of performance are significantly below their peers.
