Steps

Steps reduces instances of Gender Based Violence by engaging with and educating boys about gender equity.

Designed to complement the GM Gender-Based Violence Strategy, Steps addresses the behaviours that enable and excuse Gender-Based Violence in order to empower boys to make their own communities safer and more equitable.

Implementing an education-based approach, Steps brings groups of boys from years five to eight together in hour-long, school-based sessions. The programme invites boys to discuss their identities, responsibilities and concerns related to gender and masculinity. We work with boys to develop an awareness of Gender-Based Violence and gender inequity along with a sense of responsibility to challenge unhealthy behaviours throughout their life course.

The programme takes place over six weeks (one session per week) and covers the following topics:

Gender stereotypes, internalisation and misogyny.
Supporting those effected by online misogyny.
Online diet and safety.
Algorithms and social media.
Healthy Relationships and Active Bystander.

During May 2024 – April 2025, Steps worked with 745 boys in Years 5-8 across eight schools in Greater Manchester. Cordis Bright conducted External Evaluation of the programme in June 2025 which confirmed the positive impact on boys behaviour and improved understanding of GBV.

The Steps Pathfinder initiative is a completely free chance to avail of our curriculum developed as part of GMCA’s Gender Based Violence Strategy and training delivered by a former head teacher with extensive experience implementing equality and diversity policies and initiatives within schools.

We have received further funding from GMCA to continue the Steps project. We believe it’s important for young people to have trusted adults around them who are prepared to hold space for them to discuss topics like gender stereotyping, misogyny, and harmful online content. Therefore, we are looking to train staff to deliver Steps within their settings and support them in developing a wider whole-school approach.