Recent Echidna Global Scholar research in Zimbabwe found that training is the strongest predictor of whether teachers can actually put gender-responsive pedagogy (GPR) into practice, not teacher gender, years of experience, or school location. When teachers internalized GRP as part of their professional identity, inclusive routines were described as the norm rather than the exception. The challenge is not teacher motivation or willingness, but the availability of structured, ongoing support systems. In the absence of guidance, mentoring, and follow-up support, teachers reported reverting to traditional classroom dynamics that privilege more vocal or confident learners and reinforce stereotypical roles.