Using Participatory Action Research (PAR), this Situational Analysis Study (SAS) examined teachers’ scoring of 21 capability indicators identified through capability mapping. It also explored the roles of people, places, and things, categorized into four stakeholder groups for scaling Gender Equality and Social Inclusion (GESI) initiatives in schools and communities through meaningful engagement. A survey questionnaire was administered during the Participation Axis of the PAR to 10 teachers (five males and five females) to analyze their scoring of capability indicators and identify stakeholders responsible for promoting GESI in five schools of Samtse district, Bhutan.

Findings revealed that teachers perceived students’ awareness of GESI-related capabilities in the curriculum to be moderate, with male and female teachers scoring an average of 39.19 and 41.14, respectively. Male teachers identified participation and education as areas of greatest student understanding, while female teachers emphasized life/physical health and participation. Both groups observed weaker awareness on mental and nutritional well-being. Participation and education ranked highest in curriculum integration, while spirituality, mobility, and plan/imagination were the least integrated. Gender-based differences were also evident: male teachers prioritized participation and education, while female teachers placed more emphasis on life/physical health and aspirations. Both groups ranked mobility the lowest among all capabilities.

When assessing the importance of capability indicators for promoting GESI, teachers highlighted education, mental and emotional well-being, social relations, autonomy, and bodily integrity as crucial. Less importance was placed on leisure, mobility, spirituality, nutritional well-being, religion, and identity. Female teachers valued emotional well-being and aspirations more, while male teachers emphasized mental well-being and participation.

Stakeholder mapping revealed that Initiators such as school leaders and educators played a critical role in driving GESI-related changes, while Challenges emerged from Competitors, including senior citizens, religious practitioners, and some local leaders whose conservative views impeded progress. The Impacted group comprising marginalized students, teachers, and women was identified as the primary beneficiary of successful GESI initiatives.

While offering valuable insights, the study has limitations. The data was primarily drawn from teachers, which may not fully reflect the perspectives of marginalized groups or broader community members. As such, stakeholder categorizations may lack nuance in certain contexts. Nevertheless, the findings emphasize the need to broaden stakeholder engagement to include diverse voices and lived experiences. The study highlights a dual reality: participation and education are relatively well integrated into the curriculum, while areas like mental health, nutrition, and mobility remain underemphasized. These gaps call for targeted teacher training and curriculum reform to enhance the application of GESI principles. Moreover, addressing resistance from Competitors through inclusive, participatory dialogue is essential to fostering collective ownership of GESI reforms. To ensure sustainability, the study recommends a whole-school and whole-community approach, with ongoing capacity-building and deeper stakeholder engagement.

Keywords: Gender Equality, Social Inclusion, Education.