Gender responsiveness in school situations has been discussed for long in Kenya. The author of this book argues that if gender imbalance is not addressed in mixed schools, the girl child will not academically achieve as expected. This book documents the hidden curriculum: a silent but important issue in schools. This study was carried out in Uasin Gishu District in Kenya with an aim of providing solutions to challenges faced by students in mixed school set-up. Alice opines that students experience gender differentiation by school leadership and in their non formal interactions both consciously and unconsciously. It is also noted that there exists a gender imbalance in schools'' board composition and school staffing - a fact that disadvantages the girl child. The author recommends the need for the Ministry of Education to address the gender imbalance by observing gender parity when admitting students, recruiting staff, forming committees and appointing school prefects. This book is highly recommended for school principals, students of Gender Studies and Education and Ministry of Education policy makers.