"We need to help our boys find their purpose, and we need to do it now."
These words from writer and social scientist Richard Reeves' TED Talk last year encapsulate a growing crisis in education: boys are falling behind. While Reeves' insights primarily focused on the US, the same trends are evident in the UK, as noted recently in The Guardian by Sonia Sodha. Boys are struggling academically, and this gap in performance has far-reaching consequences for their futures.
This blog post aims to explore the reasons behind boys’ lack of academic success, provide actionable strategies for primary and secondary school teachers in the UK, and emphasise the importance of balancing support for both boys and girls. We'll examine the role of masculinity in shaping young men’s educational experiences, as well as how Voicebox’s staff training programme can help staff promote healthy masculinity in their own schools.
Understanding the gender gap
Globally, boys are consistently underperforming compared to girls in education. In his TED Talk, Reeves pointed out that two-thirds of top academic performers in high schools are girls, while two-thirds of those at the bottom are boys.
The situation is similar in the UK. According to the Department for Education, girls continue to outperform boys in GCSEs, particularly in English and reading skills. By the end of secondary school, girls are 9.6 months ahead of boys in GCSE English, markedly higher than the reading gap at the end of primary school (5.5 months).
As the gap starts early and widens over time, it's no surprise that fewer boys attend university. In 2023, UCAS reported that young women in the UK were 37% more likely to apply for university than young men.
Key factors contributing to boys’ struggles in education
In his TED talk, Richard Reeves outlines several factors contributing to boys’ academic struggles, many of which are equally relevant to the UK:
Later brain development: Boys’ brains, particularly the prefrontal cortex responsible for planning and impulse control, develop later than girls’. This delay impacts boys’ ability to manage school tasks (like organisation and time management) effectively, leading to underperformance in environments that prioritise organisation and self-regulation.
Lack of male role models in schools: In the UK, only 15% of primary school teachers are male, and around 25% of secondary school teachers are male. Reeves suggests that male teachers can provide positive role models, especially for boys lacking them at home. They may also better understand and adapt to the specific learning needs of boys.
Mismatched learning environments: Boys are often treated as ‘malfunctioning girls,’ with aspects of their natural behaviour - such as higher levels of sensation-seeking (e.g. trying dangerous tricks), being loud, or having a strong desire to move around - misinterpreted as disruptive or problematic. Traditional classroom settings that favour sitting still and completing long assignments may not align with the developmental needs of many boys.
Cultural expectations and stereotypes: There can be a perception that subjects like English and reading are 'for girls,' leading to a lack of engagement from boys. Similar to how initiatives encourage girls into STEM subjects, boys need encouragement and representation in subjects where they lag behind.
One critical yet often overlooked aspect of boys' struggles in education is their relationship with masculinity. Many young men grapple with societal expectations of what it means to be a 'real man,' which can manifest in resistance to schoolwork, avoidance of vulnerability, and challenges in expressing emotions, especially emotions that may be triggered by frustrations at school. These pressures can lead to disengagement in the classroom, behavioural issues, and mental health struggles.
Healthy masculinity involves allowing boys to embrace their full range of emotions, promoting empathy, and challenging stereotypes which may be harmful to both themselves and the people around them. When boys feel safe to express themselves and are not constrained by rigid, often social-media-infused, notions of masculinity, they are more likely to engage positively in their education and build healthier relationships.
However, we realise this is easier said than done. So what's the solution?
How Voicebox supports schools and staff
We offer a Staff Training programme specifically designed for primary and secondary school teachers, youth workers, and anyone working with young people who want to promote healthy masculinity in their environments. Our programme equips staff with the knowledge, tools, resources, and strategies to address and challenge unhealthy masculinity and misogyny with young people.
The programme is divided into two parts:
Part 1: Exploring masculinity in today’s context: This section provides a clear view of the current landscape of masculinity, examining the gendered pressures boys face today. It offers vital context for understanding the challenges encountered by teachers and practitioners working with young men.
Part 2: Promoting Healthy Masculinity: Teachers will learn to understand how negative stereotypes can impact motivation, boy’s personal growth, and limit engagement at school. The session offers practical approaches to help boys take pride in their strengths and foster a supportive, growth-oriented classroom environment. This approach not only supports boys’ personal development but can also lead to improved academic performance; motivated and confident students are more likely to engage in their studies.
Through interactive sessions, staff learn how to support boys in embracing their values, trusting in their own authenticity, and viewing empathy and care as strengths that enrich mental health and relationships. They'll also cover practical tips on recognising and addressing harmful behaviours and attitudes, along with guidance on how to access further resources.
This training is crucial in helping schools foster a positive, inclusive culture and support boys in promoting and embodying healthy masculinity so that they can excel both academically and personally.
Strategies for supporting boys in the classroom
Teachers play a critical role in helping boys thrive academically. Here are some practical strategies for primary and secondary school educators:
Incorporate movement into lessons: Boys often benefit from more physical activity. Consider introducing short movement breaks or incorporating physical activities into learning to help them stay engaged.
Offer varied learning methods: Engage boys through practical, hands-on learning opportunities. Activities like debates, role-playing, and creative projects can help capture their interest.
Foster positive male role models: If your school has a shortage of male teachers, consider inviting male professionals to talk about their careers, particularly in fields like English, arts, and education. This can help dismantle stereotypes about gender-specific subjects as well as give male students the opportunity to see successful male role models excelling in a variety of fields. This exposure can inspire boys to broaden their academic and career aspirations, showing them that success is not confined to traditionally 'masculine' subjects and helping to boost their engagement and performance in school.
Be mindful of language and expectations: Avoid comparing boys' academic development and achievements to the girls in their class/year and instead celebrate individual strengths and progress.
Balancing support for boys and girls
A crucial takeaway from Reeves’ talk is that supporting boys does not mean neglecting girls:
"Doing more for boys and men doesn't mean doing any less for women and girls. That’s like saying to the parent of a son and daughter "You're only allowed to care about one of them." And it's the kind of zero-sum thinking that is doing so much damage to our politics and to our culture. We can think two thoughts at once. We can do two things at once".
It’s possible to care about two things at once. Addressing boys’ struggles should not diminish the progress made for girls in education. Instead, the goal is to create an inclusive environment where all students can succeed, where all students have the resources and support to become the best versions of themselves.
The education system in the UK, like many others worldwide, needs to adapt to better support boys in their learning journey. By understanding the unique challenges boys face, promoting healthy masculinity, and implementing thoughtful strategies, schools can help close the gender gap in education. With a balanced approach, schools can ensure that both boys and girls are equipped to thrive academically and beyond.
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