Dress codes and their enforcement are often a sensitive issue that does not enjoy unanimous support among school teams. They can sometimes be a source of tension with parents and students. Several equality issues underlie the development and implementation of dress codes; this section provides an overview.

A brief history of dress codes

In the Middle Ages, women’s bodies began to be considered impure, objects of temptation that had to be hidden away so as not to attract male attention. Over the centuries, so-called feminine clothing has often restricted women’s mobility (corsets and heavy dresses, for example).

The democratization of access to bicycles and the entry of women into the labour market during the two world wars led to more and more women wearing pants. However, the pressure to be thin was still part of fashion in the 20th century.

The 1980s and 1990s also saw a questioning of contradictory injunctions: to be “professional” but not too masculine, “attractive” but not provocative. Even since the early 2000s, dress codes have remained an area of control (e.g., debates on the wearing of hijabs, the sexualisation of girls in school, school rules targeting students differently according to gender).

Contemporary feminist movements insist on the right to self-determination in clothing: whether it be wearing a veil, a miniskirt, gender-neutral clothing, etc. Discussions now include intersectional issues that influence how dress codes weigh differently on women and gender minorities from diverse cultural backgrounds and religions.

Underlying equality issues

Hypersexualisation

The first issue that comes up when talking about dress codes, and which is also used to justify stricter rules for young girls, is hypersexualisation. In other words, it’s about trivialising sexuality by applying its codes to things that don’t necessarily need to be sexualised. Sex is used “to sell.” The female body is objectified. This implies that one must be sexy and desirable in order to exist in society.

This has led to the emergence of so-called ‘sexy’ clothing for very young girls, as well as clothing advertisements featuring teenage girls in sexualised poses. Several women’s and parents’ groups in Quebec recently condemned an advertising campaign by the Garage brand that featured young women in hypersexualised poses.

This is the main rational used to impose restrictions on girls in dress codes. However, imposing a rule simply on the grounds that it is not acceptable or decent does not encourage young girls to develop a critical eye towards advertising, to develop a healthy body image and self-esteem, or to explore their sexuality in a healthy way. Furthermore, by telling young girls that they cannot dress in a certain way because it is indecent or too sexy, we are sexualising their bodies with our adult gaze, when all these messages were probably not part of their understanding.

The key lies rather in sex education if we want students to feel comfortable enough in their own skin to dress as they wish. We have to make them realise that they do not have to look a certain way to be accepted and respected by their classmates.

Rape culture or consent culture?

Rape culture does not mean encouraging rape, it means trivialising it. It refers to any gesture, word, decision or behaviour that trivialises sexual assault. We sometimes hear that dress code rules are there to prevent boys from being distracted by girls whose thighs, shoulders or bellies are visible, for example. Teaching girls that they must hide their bodies so as not to arouse boys is also part of rape culture, as it makes girls responsible for a potential assault and assumes that boys are incapable of controlling themselves.

An inclusive dress code focuses instead on a culture of consent, i.e. on holding people accountable for problematic behaviour (assault, harassment, sexist comments), on education about positive sexuality and equal relationships, and on learning about consent in all areas of our lives.

Victim blaming

Rape culture gives rise to the concept of victim blaming. People try to find out if, in some way, it wasn’t partly the victim’s fault.

• What were you wearing when it happened?
• Did you make it clear that you didn’t want to?
• Did you say no?

When girls are told that they will attract trouble, unwanted attention or even sexual assaults or harassment if they dress in a certain way, they are being blamed in advance for the problematic behaviour of others.

Slut shaming

Slut shaming refers to the sexual stigmatisation of women. It often shows up in mean comments or harsh judgements about girls who express their sexuality openly or, for example, wear “provocative” clothing or make “daring” remarks. By banning clothing deemed “sexy”, we are making a moral judgement about young girls and their clothing choices by associating them with a sexuality that we deem inappropriate, without asking them what they are trying to express with these clothes, or what do they like about these clothes.

Fatphobia

Being fatphobic means displaying a hostile, mean and discriminatory attitude towards people who are fat. Thin privilege, on the other hand, refers to being thin in a society that glorifies and encourages thinness. Our internalised fatphobia can unconsciously lead us to apply dress codes differently to different body types, as we may judge that a particular item of clothing is acceptable on a thin body but not on a fat body.

Transphobia and gender diversity

Dress codes risk reinforcing gender norms and prohibiting gender transgressions by having rules that are intended for only one gender, most often restrictions related to typically feminine clothing. This does not create a safe environment for trans children or those questioning their gender identity who would like to explore their identity through their clothing style.

What about our region’s schools?

As part of the Teaching Equality project, a training needs analysis was conducted in the region among school staff, feminist community organisations that are members of the Table de concertation féministe · Gaspésie-Îles-de-la-Madeleine, and parents of immigrant children. A few questions about the region’s dress codes and their enforcement revealed that situations vary significantly from one school to another.

In some places, there is tension between parents, who support their children’s clothing choices, and teaching staff, who would prefer greater compliance with stricter dress code rules. Responses to our needs analysis also reveal cases where pupils have been forced to wear “shame suits” or have received comments about their necklines. Several schools have also updated their dress codes in recent years, notably by involving students in a collective process.

Between January 2026 and March 2028, the Table de concertation féministe · Gaspésie-Îles-de-la-Madeleine will offer free training workshops for school staff on dress codes, as well as personalised support for schools wishing to revise their own. Contact us!