During our #16Days of Activism (25 Nov-10 Dec) we aim to encourage more focus on the importance of engaging men and boys in efforts to tackle SRGBV. Working with partners, over the course of the campaign we will address two key questions: Why must men and boys be allies in the movement to end SRGBV and how can they take action against it? How can educationists harness the power of education to engage men and boys in challenging gender norms and standing up to SRGBV? In partnership with young male gender champions from across the world, each day we will share one reason as to why men and boys must heed the call to action to stand up to SRGBV. In parallel to this, we will publish a series of blogs, supported by programme case studies, that outline how educators can work with men and boys to rewrite the script around gender norms, shift gender attitudes, and, ultimately, seed gender equality. Blog posts from partners will provide more in-depth information on approaches to tackling SRGBV through sports, mentorship, and a variety of activities that promote gender equity. Both boys and girls are affected by GBV in and around schools, but research tells us that girls are more vulnerable to sexual harassment and violence than boys, and girls with disabilities are the worst affected. From the limited data available we know that men and boys are the the major perpetrators of SRGBV, which, as indicated, is borne of deep seated gender inequalities. It follows, therefore, that eduction is also a powerful vehicle through which we can work with men and boys to transform harmful gender norms in order to root out SRGBV and, ultimately, advance gender equality in and through education. Thus, to address the root causes of SRGBV, schools and education systems need to demonstrate and promote positive gender relations and norms. For this to happen, men and boys (including students, teachers, fathers, community and religious leaders, policymakers and other education stakeholders) must understand and challenge male privilege, gender biases, and GBV. Boys must learn to define their self worth independent from their ability to dominate others. Moreover, to create the conditions in which women and girls can empower themselves through education, men and boys must see themselves as allies in the process. They need to understand that just as traditional models of masculinity undermine the rights of women, girls, and gender non-conforming students to safe learning environments, such models of masculinity also limit opportunities for men. Solidarity between boys and girls, men and women, in the movement against SRGBV is essential to achieving our shared objectives.