Guidance for schools now includes policy to address sexual harassment and statutory requirements to deliver relationships and sex education, yet recent evidence shows that sexual harassment, in schools and online, remains a pernicious problem. Why does educating for gender equality feel like resistance, and what are educators actually resisting? This paper explores the gendered social norms that lead to sexual harassment and proposes some of the key elements of education -- a whole-school approach to tackling sexual harassment, relationships and sex education, working with boys and young men, hearing and including the student voice, and making sure that resistance is intersectional -- that both deliver the curriculum and can act as tools for resistance.