This paper reviews the literature on gender equity education practices and discusses its implications for risk prevention for all children. The goal of the paper is to provide school psychologists and university faculty with knowledge about the current status of preparation in gender equity education in preservice preparation of school psychologists; and to present recommendations for preservice and inservice education for school psychologists regarding the impact of gender equity education for all children. It discusses the results of a national survey of gender equity education conducted in NASP (National Association of School Psychologists)-approved school psychology programs concerning the implications for the role of the school psychologist as a behavioral and instructional consultant. The results indicated that 61% of the programs responding explicitly taught gender equity. The impact of gender equity practices on the development of risk factors in both boys and girls is discussed. School psychologists can offer suggestions that facilitate gender equity practices such as cooperative learning to recognize the varied learning styles of all children; inservice programs and consultations to help teachers recognize and address the impact of gender stereotyping on both boys and girls; and interventions to address retention rate policies and prevention of high dropout rates. (JDM)