Teacher Role in preventing Gender Based Violence in Italian Middle School: Cultural Challenges and Transformative Possibilities

Gender-based violence is deeply rooted in the cultural norms and symbolic structures that shape social relations, including those within school environments. Preventing such violence therefore requires specific educational interventions, as well as a critical examination of the cultural assumptions underlying the everyday practices of students and teachers (Demozzi, Ghigi, 2024). This paper explores the role of teachers in addressing and preventing gender-based violence in Italian middle schools, paying particular attention to the challenges they face in a context where sex education is increasingly becoming controversial. The study begins with a systematic review of the literature on gender-based violence in school environments. The review emphasises the pivotal role of teachers in either reinforcing or dismantling gender stereotypes and the cultural dynamics that perpetuate violence. These findings are then discussed alongside data from a six- month ethnographic study conducted in two Italian lower secondary school classrooms, and in-depth interviews with ten teachers working in the same educational institution. The analysis illustrates the daily challenges that teachers face: limited institutional support, inadequate training, and the emotional and relational labour required to address discriminatory attitudes and behaviours. At the same time, however, the study reveals the transformative potential of teachers who engage in reflective, gender-conscious practices that have the power to reshape classroom culture.