Abstract
The body of evidence submitted in this report addresses issues surrounding boys' attainment and engagement in education within the 11-17 age range and specifically among the following groups;
● Disadvantaged boys
● Boys with SEND
● Boys who have experienced school exclusions or suspensions
● Boys in mainstream school and alternative provisions
Evidence is drawn from a range of research and practice based interventions and projects, including a youth charity, developed and led by the authors.
The research-based evidence presented in this submission was obtained from working with, and conducting studies on adolescent boys in school and their families. It does not include the views of teachers or headteachers. The body of research extends from 2018 to 2024 and has been published in reports, academic journals, and articles.
The information from Beyond the School Gates (a practiced-based intervention for adolescents excluded and suspended from school) is based on session recordings and data from pupil /parent evaluations. The BSG intervention was established by Simon Edwards supported by a former head teacher, Ofsted chair, youth work colleagues, and community members in 2020 as an extension of a research project carried out through the author's academic institution 2017-2019. Data for this submission is drawn from the period April 2018 – July 2023.
Evidence drawn from personal experience includes the submitting authors' first-hand accounts of situations that have influenced boys' attainment and engagement. Contexts include school visits, family and community sites, and accounts drawn from their roles as youthwork mentors and advocates (for parents and pupils) with Beyond the School Gates charity and as current academic researchers.
Given our area of research and experience in the field the following section is presented in two parts that address three of the questions posed in the House of Commons call for evidence:
● Why do boys consistently underperform in academic assessment compared to girls throughout the primary and secondary phases of education?
● What can be done to improve male pupils' engagement with the school system?
● What can be done to reduce the exclusion and suspension rates of boys from school?
● Disadvantaged boys
● Boys with SEND
● Boys who have experienced school exclusions or suspensions
● Boys in mainstream school and alternative provisions
Evidence is drawn from a range of research and practice based interventions and projects, including a youth charity, developed and led by the authors.
The research-based evidence presented in this submission was obtained from working with, and conducting studies on adolescent boys in school and their families. It does not include the views of teachers or headteachers. The body of research extends from 2018 to 2024 and has been published in reports, academic journals, and articles.
The information from Beyond the School Gates (a practiced-based intervention for adolescents excluded and suspended from school) is based on session recordings and data from pupil /parent evaluations. The BSG intervention was established by Simon Edwards supported by a former head teacher, Ofsted chair, youth work colleagues, and community members in 2020 as an extension of a research project carried out through the author's academic institution 2017-2019. Data for this submission is drawn from the period April 2018 – July 2023.
Evidence drawn from personal experience includes the submitting authors' first-hand accounts of situations that have influenced boys' attainment and engagement. Contexts include school visits, family and community sites, and accounts drawn from their roles as youthwork mentors and advocates (for parents and pupils) with Beyond the School Gates charity and as current academic researchers.
Given our area of research and experience in the field the following section is presented in two parts that address three of the questions posed in the House of Commons call for evidence:
● Why do boys consistently underperform in academic assessment compared to girls throughout the primary and secondary phases of education?
● What can be done to improve male pupils' engagement with the school system?
● What can be done to reduce the exclusion and suspension rates of boys from school?
| Original language | English |
|---|---|
| Place of Publication | Online source: House of Commons |
| Publisher | UK Parliament |
| Number of pages | 6 |
| Publication status | Published - 23 May 2024 |
Keywords
- Boys learning
- Education
- Attainment
- Engagement
- Exclusion
- Behaviour