Educational research has shown that girls are far less likely than boys to take up a science subjects in High School, as shown e.g. by a UK study by the Institute of Physics. This has repercussions on professional choices and CERN faces this issue by documenting only 12% of scientists and engineers being female. This work group aims at exploring together with the teachers aspects that may influence this gender inequity negatively early on in school. We will have a look at research findings and expert opinions in the areas of dynamics in the classroom, gender stereotypes and other aspects that may influence students’ motivation. The goal is to produce a communication tool (e.g. brochure/leaflet) with alert points on gender inclusive teaching. We aim to develop together with you some insight into how to avoid enforcing gender stereotypes and foster neutral dynamics in the physics classroom as a teacher.