Despite violence against women becoming a very public issue in recent years, remarkably little material on this subject has so far found its way into the school curriculum. This thesis examines a set of curriculum materials called 'Standing strong', which specifically aims to help students make sense of violent and sexually abusive relationships. The thesis outlines and evaluates the materials in light of their ability to achieve one of the major objectives of recent equal opportunity policy, namely, to help achieve 'equality between the sexes, and improve the conditions of life for girls and women…taking account of their cultural, language, and socioeconomic diversity…'. (Commonwealth Schools Commission, 1987: recommendation 2, p.25). The evaluation takes two main forms, one theoretical, the other empirical. The theoretical evaluation draws upon recent post structuralist and constructionist feminist writings. The empirical evaluation is undertaken by drawing upon the research findings derived from indepth interviews with 24 young women who had used the 'Standing strong' materials during their secondary school education. The thesis argues that 'Standing strong' is flawed theoretically, and that this is likely to hamper its usefulness in practice. The research data confirm this pessimistic conclusion. The thesis concludes by reflecting on whether a focus on education might be more of a hindrance than a help to the development of a meaningful and effective solutions to violence against women.