Addressing the educational needs of boys: research report

Informed by a literature review, this report, based on case studies of schools and survey data, has provided an analysis of the work of research in addressing the educational needs of boys.  The report examined how systemic factors affect the educational performance and outcomes of boys and how these can be addressed in the school context.  These systemic factors included family, school and community environments, peer culture, student-teacher relationships, and teacher classroom practices.  The authors sought to understand how these variables affect the educational experiences and achievement of boys and girls from different socio-economic status backgrounds and to determine which school and classroom strategies ensure the best academic and social outcomes for all students. 

From the analysis of case study schools seven specific themes have emerged as being of particular significance in relation to the attitudes and experiences of boys at school:

• the influence of school environment and the peer group;
• the influence of teachers and their pedagogies;
• the impact and effect of masculinity or specific gender concepts;
• the need for professional development;
• moving beyond a narrow focus on boys’ educational strategies to a broader focus on pedagogies and critical reflective practice;
• the need for systemic and school based gender policies;
• the need for longitudinal data collection regarding differential gender-based subject choices, and academic and social performance at system and school levels. 

Overall, the research report stresses the need for a focus in schools on productive pedagogies in an attempt to address the educational and social needs of both boys and girls.

Electronic version only available from the Department.  Print copies may be available for loan from your local library.

• Research report: download PDF    (873.4 KB, 170 pages)
• Executive summary: download PDF    (79.5 KB, 14 pages)