Developed by the National Council of Television and Radio Broadcasting of Ukraine in cooperation with Women in Media NGO
Media play a powerful role in shaping children’s values and perceptions of the world, including their understanding of gender roles and interactions. A gender-sensitive approach helps educate children in a spirit of equality and respect, contributing to the formation of a more inclusive society.
We recognize that what children see and learn at an early age — especially through media content—significantly shapes their views, behavior, socialization, and perception of the world. Gender stereotypes, as well as exposure to violence or discrimination in childhood, can become ingrained and influence their behavior in adulthood. That is why it is important to instill the values of gender equality and respect for human rights from an early age.
We have a special responsibility to children and young people, ensuring their right to express their opinions and be heard. When children appear in media content, the media must make every effort to protect their dignity and safeguard their physical and emotional well-being.
Under Ukrainian law, a child is defined as a person under the age of 18 (before reaching the age of majority). A child under 14 is considered a minor under Ukrainian law, while those aged 14 to 18 are classified as juveniles.
According to UNICEF estimates, children begin to understand their gender identity at the age of 2 to 3 years. For instance, children who are exposed to gender stereotypes may avoid toys and activities they perceive as inappropriate for their gender. Stereotypes about the mental abilities of girls and boys can form as early as 6 years old, with girls less likely to perceive their gender as “smart,” causing them to avoid activities for “smart” children. By the time children enter primary school, they already have an understanding of how they should behave, how much they are valued, and what role they will play in society, based on adults’ statements, their observations, and the influence of societal gender norms.
We understand that children are a particularly vulnerable group, often unable to independently defend their rights or express their views. Their physical, emotional, and psychological development is largely influenced by the environment they grow up in and the decisions made by adults. Therefore, it is crucial to consider their needs and provide appropriate protection and support.
Article 18 of the Ethics Code of Ukrainian Journalists states that journalists should exercise particular care when covering issues related to children. Journalists and editors must have justifiable grounds to cover the private lives of minors and obtain permission from their parents or guardians. It is unacceptable to disclose the names of children (or provide identifying details) who have been involved in illegal activities or events related to violence.
According to Article 5 of the Law of Ukraine on Media, one of the key objectives of state media policy is to protect information users, particularly children, from the harmful effects of content.
1. If the content contains materials that may harm children’s audiences, it is essential to clearly define the editorial purpose, adhere to Ukrainian legislation and ethical standards, and justify the relevance of such content in a specific context. Complex and sensitive materials include obscene language, violence, sexual content, sexual assault, bullying, humiliation, suffering, and violations of human dignity.
2. When preparing materials on complex social topics involving children and adolescents, such as early pregnancy, the media should avoid using an exclusively entertaining approach. Projects on early pregnancy should be educational, informative, and/or socially oriented. Instead of focusing on sensational details, it is better to use an educational format that highlights qualified specialists, such as psychologists, social workers, and representatives of women’s organizations. The main focus should be on expert opinions and suggested solutions to the problem. To ensure an ethical and gender-sensitive approach, it is crucial to involve women’s human rights organizations and gender equality consultants. This will help create responsible narratives that focus on raising awareness of the issue, rather than sensationalizing it.
3. It is important to showcase successful initiatives, programs, and people who actively contribute to changing stereotypical gender norms. By sharing stories of parents equally involved in parenting and encouraging more men to engage in responsible fatherhood the media can promote fairer, more balanced behaviors.
4. When preparing materials, the media should avoid placing the entire responsibility for child raising and behavior on women. Doing so can create a biased view that parenting is solely a woman’s responsibility and justify a man’s absence or passivity in the process of raising children. Focusing solely on the mother and ignoring the role of the father or other family members distorts public understanding of family responsibility and reinforces stereotypes, where women are linked to care and upbringing, while men are seen as having a lesser or secondary role. For instance, emphasizing that “a police report has been filed for the child’s mother” or “the mother refused the child” without mentioning the man’s role reinforces this imbalance.
5. The family is the primary environment for shaping gender roles and socialization. By “family,” we mean not only heterosexual couples with children but also all types of family and partnership relationships based on love, mutual support, and co-living. This includes same-sex couples, families with foster children, multi-generational households, single mothers with children, and other forms of families that may not conform to conventional norms. When creating materials related to family relationships, we recommend avoiding judgments or generalisations by media representatives that may discriminate against or devalue different types of families. Content should be grounded in the principles of equality, respect, and neutrality, fostering a positive attitude toward diversity.
6. We recommend avoiding stereotypes in creative content that reinforce outdated gender roles and impose misconceptions about certain roles on children. Specifically, we highlight the need to challenge common images, such as the stereotype of the “incompetent dad,” which frames fatherhood as solely a female responsibility, as well as depictions of women exclusively involved in cooking, cleaning, and caregiving, which limit their roles to household duties. These outdated or stereotypical behaviors should only be shown if they are depicted as false or transformable within the media product.
7. We recommend creating content that promotes equal opportunities and encourages children to pursue any interests or hobbies, regardless of gender.
8. When preparing content for and about children, we recommend avoiding gender stereotypes, such as:
- Girls should love princesses, unicorns, and fairy-tale creatures, while boys should prefer spaceships and cars.
- Boys are expected to choose blue and green, and girls — pink and red.
- Boys should not wear clothing associated with a “girly” style, and vice versa.
- Girls are expected to behave calmly and evenly, while boys are allowed to be noisy and active.
- Girls are often praised for their appearance (“You’re so cute,” “What a beauty”), and boys for their achievements or bravery (“You’re so brave,” “You’re so strong”).
- Boys are often encouraged to choose toys related to engineering or construction (e.g., building kits, cars), while girls are steered towards toys focused on care (e.g., kitchens, dollhouses).
- Girls are considered better at reading, and boys at mathematics.
- Girls are expected to be obedient, while boys are encouraged to be rebellious.
- Girls are often assumed to be less interested in STEM subjects (science, technology, engineering, and math) than boys.
- Boys are expected to play sports, while girls are encouraged to pursue creative activities.
- Boys (as well as men) are often expected to use violence and aggression to prove their masculinity.
- A boy who does not display aggression may become a target of bullying.
- Girls are often expected to be slim and beautiful to attract the attention of boys.
- Girls are often expected to focus on social relationships and friendships, while boys are encouraged to strive for achievement and ambitious goals.
- Boys tease or insult girls they like.
- The belief that boys should not cry and must always be strong.
To protect children from gender stereotypes in content, we recommend:
1. Prevent stereotypes about the appearance and value of girls by avoiding portrayals that focus solely on their looks. Instead, highlight their talents, achievements, and individuality. The goal is to create realistic and diverse representations of both women and men, as well as girls and boys.
2. Highlight equal participation in household chores by showing that both women and men, regardless of career ambitions, can share responsibilities for household duties, child care, and family care. This will help challenge the stereotype of women as the primary caregivers and reinforce the concept of responsible fatherhood.
3. Counteract stereotypes of weakness or aggression as gender traits. Avoid portraying women and girls as emotionally or physically weak, and men and boys as aggressive or violent to prove their masculinity. The content should promote the idea that everyone, regardless of gender, has the right to express emotions and can be strong.
4. Avoid the hypersexualization of children in the media. We strongly advise against using sexualized images to attract attention, particularly when depicting teenage and young girls. The content should be safe and promote positive self-esteem in children.
5. Prevent stereotypes about professional roles by portraying women and men in a variety of professions, regardless of gender associations. For example, show women in technical and leadership roles, and men in the humanities. This will help encourage girls to pursue careers in STEM fields and challenge the idea of a “glass ceiling” for women.
6. Show an equal attitude toward emotions. We recommend avoiding the stereotype that boys should not cry or must always be strong. Content should support every child’s right to openly express emotions without stigmatization.
7. Counteract toxic behaviors and relationships. We do not recommend romanticizing toxic relationships, control, or violence. Instead, content should promote healthy, equal, and dignified relationships between women and men, and girls and boys.
8. Highlight positive examples of leadership among women and men, girls and boys. We recommend showcasing women in leadership roles and men who choose unconventional paths. This will help shape children’s understanding of equal opportunities and the right to make their own choices.
9. Practice equal encouragement of different interests and activities. Content should not limit children’s interests based on gender. In particular, avoid reinforcing the idea that girls should be interested in “girly” topics and boys in “boyish” ones. This will support the development of children’s individuality without restrictive frameworks.
10. Avoid the “incompetent father” stereotype. We recommend that the media refrain from reinforcing the stereotype that family care is solely a woman’s responsibility. Both men and women should have equal opportunities and responsibilities when it comes to raising children and managing household chores.
By adhering to these recommendations, the media can help children grow in a safe environment free from restrictive gender stereotypes, fostering the development of an equal and open society.
This material was made possible by the New Democracy Fund (NDF) and International Media Support (IMS) as part of the project “Breaking Down Barriers: Bringing together public organizations, media, and state bodies to achieve gender equality in the media space of Ukraine,” implemented by the NGO “Women in Media.” Any views expressed here belong to the authors and do not necessarily reflect those of NDF or IMS.