“…Finally, and regarding practical issues, it is worth mentioning that although the literature commonly endorses the idea that prevention programs at school must consider gender roles, norms, and frequently gendered communication patterns to propose gender-specific interventions that account for such differences, the development of applied experiences testing these assumptions (raised from different paradigms and theoretical approaches) remains pending in most geographical contexts, including Spain [ [46] , [47] , [48] ], thus contributing to perpetuating the gap in terms of both evidence and action, something necessary for making adequate decisions in educational policy.…”