I beg to move,
That this House has considered the educational attainment of boys.
It is a pleasure to serve under your chairmanship, Mr Paisley. I thank the Backbench Business Committee, which agreed to this debate.
The Government have been improving the overall standards of education in this country, which we can see in the fact that 80% of our schools are good or outstanding. We have been rising up the international rankings on maths, reading and science, and yet today boys are still not doing as well at school as they should be. They are underperforming and that cannot go on any longer.
In addition to that, boys are behind girls at every single stage of education. The gender attainment gap is an expression of their underperformance because there is no biological or other intrinsic reason why boys should be behind girls, as they have been for the past 30 years. It is not a competition or a battle of the sexes, of course—we all want our girls to learn, to do well, to reach for the stars. But as a Parliament and as a society, we must want our boys to do the same. The figures are stark, as is the lack of interest or action, which I will come to later.
Let me run through a few facts. At 11, in reading, writing and maths, 56% of boys meet the expected standard, compared with 63% of girls. At 16, 43% of boys and 47.2% of girls received a grade 5 or above in GCSE English and maths. At 18, 34,000 fewer British boys every year go to university than girls of the same age. Boys are also behind girls in terms of exam performance in A-levels, T-levels and vocational education. At 16 to 24, more than 400,000 young men are NEETs—not in education, employment or training—and fewer young men go into the majority of our professions than young women.
We should also mention exclusions: another sign of boys not doing so well. The latest figures that I have show that 4,677 boys were excluded from school in one year. Those figures are hidden in plain sight. The Government, education research bodies, think-tanks, trade unions and social mobility organisations all know them, and yet there is silence—a silence of inaction, a silence of acknowledgment, a silence of care.
Research papers from academic research bodies and think-tanks continually highlight the facts, but say precious little on what should be done. One published only this year focused on how girls were outperforming boys, yet the main recommendation was to ask why so few girls study science, technology, engineering and maths—unbelievable! The plight of the boys was made invisible. Similar recent research reports give a scant nod to the gender attainment gap, but do not seek to explain it, let alone put forward ideas on what to do. Boys’ educational underperformance is a truth and no one dares speak its name: silence across the educational establishment.
Some have spoken, though. My hon. Friend the Member for Worcester (Mr Walker), the Chair of the Select Committee on Education, cannot be in Westminster Hall this morning because he is chairing the Committee at this precise time. He reminded me recently, however, that the Committee has made a number of recommendations about the need to support boys in school. He believes it is a matter of concern that boys are disproportionately represented among many groups. He wants schools to be inclusive and to unleash the potential in every pupil and thinks that understanding the best ways for them to support boys and drive forward their academic attainment is so important. I know that he welcomes this timely debate.
I chair the all-party parliamentary group on issues affecting men and boys. Our fourth policy report in this Parliament focused on boys’ educational underperformance. As in all our reports, we asked experts in the UK and across the world to speak to us. Crucially, they included six brilliant headteachers from across the UK—from Dorset, London, Cheltenham, Birmingham, Sussex and Rochdale—who have closed the gender attainment gap in a way that has also supported their female students.
We also heard from a national network of educators led by Dr Alex Blower, the access and participation development manager at Arts University Bournemouth. They are implementing an educational framework based on the “taking boys seriously” principles developed at Ulster University. I highly recommend that as a starting point, alongside how the six headteachers are succeeding at a practical level.
From what the successful school leaders told us, four main pillars need to be adopted. First, schools and trusts need to recognise the gap, collect data, then commit themselves to addressing it continuously throughout the school. From the board down to teaching assistants, it is a whole-school cultural approach. There has to be institutional will from the top to the bottom. The schools found that the problem is not with the boys, but with the way the adults treat them. They found, for instance, that some teachers were sanctioning boys more harshly than girls for the same offence and that they had lower expectations of boys and were inadvertently rewarding them for lower effort. Once the teachers recognised that, the improvements were immediate. They found that many of the disengaged teenage students were those who had arrived at secondary school aged 11 with low literacy skills. The successful schools put in place careful monitoring and interventions to ensure that language and reading skills enable the student to understand the lesson. It is basic stuff, not rocket science. We cannot expect the pupils to learn if they cannot access the curriculum because they do not have the basics. I will happily send the Minister a summary of what the successful schools have done.
Secondly, the schools create a boy-positive environment that is inclusive, fair—including with discipline—relational and aspirational. It is important that the boys and their parents recognise that they are included and that parents are supported if needed. The boys are not seen as a problem; they just need encouragement, understanding, to be believed in and given self-esteem. They need pushing. They need high expectations, their success to be celebrated and to understand the point of what they are being taught.
Thirdly, there need to be tactical interventions, especially on literacy, oracy and study skills, plus role models and mentors. The successful schools did not see role models and mentors as necessarily being outside school or in the media. They simply made sure that older boys were visible in succeeding in all subjects—not just traditional subjects such as football and physics, but drama, music and history. Not all boys need that but some do, especially boys with no father or positive male role model at home or in their community.
More male teachers are needed to show boys that learning is for them, too. It is telling that 80% of teachers told me that not having enough male teachers in school is a problem, especially given that 30% of primary schools have no male teachers at all. Yet the Department for Education and teaching and training institutions fail to promote teaching specifically as a career for young men. We have asked, but we have been ignored.
Lastly, as a society we simply need to take better care of our boys and support them when they need it. The attitude identified as harming boys’ progress is not limited to the school environment. We have all as a society inadvertently developed a culture that boys experience as hostile to them. We have developed the belief that boys’ underachievement is somehow natural and normal, because “boys will be boys”.
The negative narrative and indifference that boys face, especially those with problems, have to change. Some 41% of sixth form boys and girls have been told in school lessons that boys are a problem. Two in five boys have been told by schools, or outside organisations invited into schools, that they are a problem. Let that sink in. Two in five is a shameful statistic, and those schools need to take responsibility. What will the impact be? It’s hardly going to be positive, is it? Too many boys feel ignored, marginalised and unsupported.
We also need to deal with other problems caused by the adult world: family dysfunction; a lack of community aspiration and opportunity; gangs; criminal pathways; and social media’s so-called influencers. What to do? As well as making my earlier points, which are aimed at all involved in education, the APPG asked the Government to do a number of things and I will mention a few. We need to provide political leadership and a narrative that publicly acknowledges that the gender attainment gap exists and that boys’ relative underperformance is a problem that the whole educational community has to solve.
We need to launch or fund a sector-wide task and finish group, and a summit of headteachers to find and promote solutions, inviting successful heads to guide the taskforce and the Government’s thinking. We need a ring-fenced research programme on understanding and addressing the gender attainment gap, and to launch a “This boy can” campaign, similar to the “STEM is for girls” campaign and other initiatives. We should specifically promote careers in teaching and other professions, including health and social care, which would then put pressure on careers services.
We need to tell Ofsted to include the gender attainment gap in its assessment of schools and to give a positive assessment to schools that have policies and initiatives in place to address it. There should be more encouragement of mentoring schemes for boys, whether from current or former pupils, or community leaders. On behalf of boys without fathers or positive male role models at home, I urge the Government and the wider educational community to take action.
As a society, Government and Parliament that believe in inclusion and equality, we cannot let this situation continue. We must not and cannot tolerate our boys not doing as well at school as they should. The time to stop the inaction and stop ignoring the issue has come. We have to come together and tackle the underachievement of boys in our schools. We can and must do that together.