Educational Attainment of Boys 2025-07-10

Hobhouse raises concerns about how the education system fails neurodiverse learners, suggesting that a significant portion of young people are different learners but not catered for by the curriculum. She agrees with Rushworth’s call to address these issues and stresses the need for more responsive curricula.

Sewards, a former maths teacher, argues that the problem is not just about lack of aspiration but also about access to opportunities and knowledge. He supports Rushworth's stance on the importance of addressing systemic issues rather than blaming boys.

Hayes acknowledges the challenges faced by white working-class boys, praising Rushworth for highlighting the need to address these issues. He supports calls for greater attention to NEETs and other educational disparities.

Law emphasises the importance of pre-apprenticeship work and voluntary organisations in providing early opportunities and pathways for young men, aligning with Rushworth's call for greater parity between academic and vocational paths.

He emphasises practical learning's importance, citing Men’s Sheds movement example. Advocates for early years support through Best Start family hubs. Discusses the success of free breakfast clubs and social and emotional learning programmes in schools.

She congratulates Sam Rushworth on securing the debate, emphasising the need to understand disparities between groups of boys and girls. She cites evidence showing lower attainment rates among certain groups of boys, such as white British and black Caribbean boys eligible for free school meals.

Stressed that historically only piecemeal policy proposals have been explored, unfit even to address the challenge. In Heywood and Middleton North, boys are less likely than girls in their class to seize educational opportunities. Emphasised socioeconomic circumstances as a critical factor.

Acknowledged the persistent and growing gap in educational engagement and attainment among boys, particularly those from working-class backgrounds and the British Caribbean community. Highlighted that girls consistently outperform boys in reading, writing, and maths at GCSE level.

She discussed the concerns from parents, teachers and community leaders regarding boys' educational outcomes in her constituency. She cited national data showing that only 60% of boys met expected standards at key stage 2 compared to 70% of girls. In Suffolk Coastal, she mentioned issues like transport barriers and delays in receiving special education support. She proposed early intervention programmes such as the Best Start family hubs and a broad curriculum with parity for arts and sports.

He pointed out that boys from disadvantaged backgrounds fare worse, with just 33% meeting expected standards at GCSE. He highlighted higher exclusion rates among boys and a lower rate of those going on to higher education compared to girls. In Cannock Chase, only 23% of over-16s received a higher education qualification. Newbury advocated for mentoring, mental health support, and reforming assessment methods to value different learning styles.

Myer agreed with the previous speaker's view that it is a class issue and emphasised the need for early intervention and targeted support, particularly mentioning NEET rates and exclusion rates.

Taylor highlighted data showing that only 33% of boys on free school meals achieved grade 4 in both English and maths. She emphasised the importance of sport-led interventions to improve engagement, noting that lack of funding for community sports clubs exacerbates this issue.

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Discusses the challenges faced by non-graduate men in finding jobs post-industrial era, noting a decline from about 90% employment rate in the 1970s to around 75% in 2020. Boys with fewer skills have lower academic and non-academic skills at age five compared to girls, making it hard for them to attain and develop necessary skills. Proposes solutions: affordable living conditions for parents, investment in high-quality early years education, creation of good jobs in sectors like construction, healthcare, and education.

Highlights the widening attainment gap between boys and girls, particularly among white working-class boys. Statistics show that only 60% of boys are school-ready by age five compared to 75% of girls. Boys achieve on average half a grade lower than girls in GCSEs and over one grade lower at A-levels across their best three subjects. Since the pandemic, young men aged 16-24 not in education, employment or training have increased by 40%. Urges for good teachers to stay in schools as role models and guides for career options.

Acknowledges the cultural factors affecting boys' education and emphasises the importance of structural reforms such as academies and accountability measures. He highlighted the performance gap between England and Wales in PISA rankings and mentioned the need for discipline and behavior management in schools, expressing concern over the abolition of behaviour hubs.

Raises questions about the future of EHCPs, the tension between reducing pupils in special schools and ending EHCPs outside them, and the meaning of 'effective' support. Also mentions NEETS and work experience opportunities.

Talks about the gender pay gap for 18-29 year-olds, noting it has disappeared but becomes more significant with age. Emphasises that it is a motherhood pay gap.

Highlights the ongoing issue of girls outperforming boys in education and calls for more to be done to address this imbalance.

Reiterates concerns about the performance gap between boys and girls, emphasising the need for reforms that will help all children achieve and thrive in their education.

Expressed gratitude for cross-party support on the issue and thanked contributors. Looked forward to reading the Government’s White Paper on school standards due in autumn, and proposed writing to the Minister about embedding social and emotional learning in early years settings.