In the past, many children grew up with clear-cut divisions in the tasks they were expected to perform. Boys were often guided toward manual or technical skills, while girls were steered towards domestic chores. This separation of roles was so ingrained in the educational system that it was often accepted without question. For many of us, the notion of sewing and cooking was seen as a natural part of a girl’s education, while boys were typically encouraged to take part in woodwork or technical subjects. At the time, these patterns seemed normal, and we didn’t realize that these seemingly innocent divisions were reinforcing outdated gender roles.

However, as we grow older and our awareness of societal norms evolves, we come to recognize how much these early lessons have shaped our beliefs and behaviors. A new initiative at a school in Spain is trying to change the narrative, offering boys the opportunity to learn skills that were traditionally considered “feminine,” such as sewing, ironing, and cooking, alongside the more masculine skills of masonry, carpentry, plumbing, and electrical work.

The Montecastelo School in Spain has adopted a new approach to education that goes beyond academic achievement. Their slogan, “Equality is learned with actions,” reflects the school’s commitment to challenging the traditional gender roles that have long defined how children are raised and educated. This progressive mindset has led the school to integrate life skills that were once considered the responsibility of women into the boys’ curriculum. The goal is simple: to teach young men how to be well-rounded, responsible individuals who are equally capable of handling household responsibilities.

These new classes, which began in 2018, include subjects like ironing, cooking, and sewing. Teachers, who are often volunteers, including the fathers of the students, are eager to pass on these essential life skills to the younger generation. These classes are designed not only to break down gender barriers but also to foster an environment where both boys and girls understand the importance of shared responsibilities, especially within a family dynamic.

The school’s coordinator, Gabriel Bravo, has been instrumental in shaping this initiative. He sees it as an essential part of preparing students for adulthood. According to Bravo, the goal of the program is to ensure that when the students form their own households in the future, they understand that running a home is not solely the responsibility of one gender. Instead, it should be a shared effort, where both partners contribute equally. By teaching boys these essential skills, Bravo believes they will be better equipped to care for themselves and support their future families.

This initiative has been particularly important in dismantling the long-standing belief that household chores should be relegated to women. Bravo points out that many young men are unaware of just how much work their parents, especially mothers, do every day. Through these classes, the boys are given a firsthand understanding of the effort it takes to maintain a home. Bravo is optimistic that this will help the boys see domestic tasks not as chores to be avoided but as shared duties that everyone should contribute to, regardless of gender.

Initially, some of the boys were hesitant about taking part in these new classes. Many of them found the idea of sewing, ironing, or cooking to be foreign and perhaps even a little uncomfortable. They had been socialized to think that such activities were only for girls, and the prospect of changing that mindset wasn’t easy. However, over time, the boys began to see the value in these lessons. Some even shared that these new experiences helped them to appreciate the work that their parents put into maintaining a household.

One student admitted that, at first, he thought the idea of learning to iron was a joke. He wasn’t sure what purpose it would serve or why it was important for boys to learn such a skill. But as the lessons continued, he came to realize just how much effort went into the seemingly simple tasks his parents handled every day. Another student echoed this sentiment, acknowledging that he now understood how much work it was for his parents to manage everything around the house, and that it wasn’t as easy as it may have seemed before.

The impact of this initiative has been significant, not only in terms of the skills the boys are learning but also in how they are changing their perceptions of gender roles. Andrès Luna, a professor who teaches the ironing class, emphasized the importance of these lessons. He explained that it was essential for the boys to understand that tasks like ironing, cooking, or cleaning are not exclusive to women. These are life skills that everyone should possess, regardless of gender, and he believes it’s crucial for the boys to realize that being fully independent requires more than just technical expertise—it requires the ability to care for oneself and contribute to a family.

The response to the program has been overwhelmingly positive, with many praising the school’s efforts to promote gender equality through practical education. Commentators have highlighted that such initiatives not only encourage young men to be more independent but also help them to better understand the responsibilities that come with adulthood. It is clear that these lessons are helping to build a generation of young men who are not only more capable of handling household tasks but who are also more aware of the importance of equality and shared responsibility in the home.

This initiative serves as a model for how education can challenge traditional gender roles and encourage more balanced, equitable views of what it means to be a man or a woman in today’s world. By providing boys with the opportunity to learn skills that were once seen as exclusive to girls, the Montecastelo School is fostering a generation of individuals who are better equipped to navigate life’s challenges, whether in the home or the workplace. The school’s approach is a testament to the power of education in shaping not only academic knowledge but also social values, and it offers a hopeful glimpse into a future where gender equality is the norm, not the exception.