We will present the G-EPIC 5 class intervention in England, its co-construction workshops, the pilot and the redevelopment based on the pilot. We will show the results of the class intervention in England in 14 schools on approximately 1100 students, in contrast to around 447 students in the control groups; research is in development (January – April 2025), and the results will be analysed using difference–in-difference analysis. The preliminary results from the pilot have shown mostly positive results, and where there were concerns, changes were made. The pilot was based on quantitative measurement through pre and post-intervention questionnaires, analysed through T-test and Stuart Maxwell tests, and qualitative data focus groups, observations and discussions with teachers. The quantitative results of self-confidence in knowledge and the understanding of politics, for the whole sample and girls, showed significant improvements in most questions. The qualitative results also showed that students' self-reported knowledge of politics increased. About broadening understanding of what politics is and reducing resistance to the use of the word “politics”, the quantitative results showed a significant increase in the interest in politics – comparing categories – among the whole sample and the sub-sample of girls. This is supported by the qualitative results that reflect how students started to realise that politics is more than talking about the prime minister and is not only a subject for adults. Considering the outcome on self-confidence in activities at school, the questionnaire results show that there seems to be an increase in confidence when talking in front of a class, but not for girls, where we focused the changes for the final intervention. The qualitative results pointed here to fear of doing presentations, which can eventually be reduced by working in small groups, knowing peers and doing group presentations. Regarding self-confidence in activities outside school and in participating in political activities in the future, girls show a significant increase in thinking that we would be “much better without political parties”. This is being addressed in the current intervention. Qualitatively, the counter-narrative activity is very well evaluated by students when understanding that this can create change. Finally, regarding challenging gender stereotypes, the quantitative results show no uniform pattern. But it is important to highlight that girls already present a high mean in the answers to these items. And boys presented positive results since they showed a reduction in the views that women should stay out of politics.

Hoskins, B., & Carrasco, D. (2024). Understanding Gender Inequality in Political Self-Efficacy in Early Adolescents: Different Measures, Different Gender Gaps. POLITICAL STUDIES REVIEW. https://doi.org/10.1177/14789299241264970 Hoskins, B., & Janmaat, J. G. (2024). Intergenerational transmission and the reinforcement of the political engagement gap: Identifying how university educated parents enable their children to become more politically interested during early adolescence. BRITISH EDUCATIONAL RESEARCH JOURNAL. https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/berj.4002 García-Albacete, G., & Hoskins, B. (2024). The gender gap in political efficacy: the accelerating effect of classroom discussions. Social Forces. Advance online publication. https://doi.org/10.1093/sf/soae100