This OpEd was originally published in ConservativeHome on 1st February, 2024
A recent study from the University of Cambridge highlights the wide disparity in educational outcomes between boys and girls, an enduring problem which has existed in UK schools for decades. Despite evidence this gap is having a profound impact on the prospects of millions of boys and men, this topic has gone largely unnoticed by policymakers.
The study, which analysed data at all stages of British education, found a consistent trend of “higher female attainment, and higher female participation” at GCSE, A-Level, Higher Education (HE), and even at Early Years Foundation Stage (EYFS) where children are aged four and five.
Matthew Carroll, the lead author of the research, commented that “the most striking pattern from the analysis was that sex gaps were present from the earliest stages of education to the latest”. At all ages, girls fared better at exams, teacher assessments, attendance, and even degree completion – though results vary by subject.
Such findings are not new. A 2023 report by the All-Party Parliamentary Group (APPG) on issues affecting boys and men found that a ‘Gender Attainment Gap’ has existed in schools for almost thirty years, and it shows little signs of closing. What’s more, this pattern of underachievement has a devastating impact on countless boys who fall behind early and spend the rest of their time in school simply playing catch-up.
As Save the Children points out, “children who start school behind often remain behind”, and often suffer serious developmental consequences as a result. Children who underperform at school are more likely to struggle in forming friendships, participate in learning activities, develop strong social networks, and express themselves clearly.
There is also evidence that falling behind at EYFS level does lasting damage to a child’s later earnings, literacy skills, and even mental health as adults. Those who drop out altogether are also more likely to commit crimes; 57 per cent of UK prisoners have English and Maths levels at or below that expected of an 11-year-old, with over 40% having been excluded from school.
Closing the education gap is therefore a critical policy challenge which policymakers cannot afford to ignore. Of course, there are no easy fixes – and more research is needed to determine the various causes of the gender gap in the first place. However, there is one thing which could be done in the short-term to narrow the divide: introduce more targeted literacy support for students who need it, particularly in early years education.
This would have huge benefits for any child struggling with reading skills but would also give a particular boost for male students overall. As author Richard V. Reeves points out in his book Of Boys and Men, “literacy and verbal skills are where boys lag furthest behind girls, and these skills matter a lot in later education prospects”.
The data bears this out. In 2018, the OECD’s Programme for International Student Assessment (PISA) found a 20-point gender reading gap between boys and girls in the UK, compared to an 30-point average across the OECD. On average across all countries studied, 28 per cent of boys did not reach proficiency Level 2 in reading, compared to 18 per cent of girls.
Closing this gap could give millions of boys the leg-up they need in their early school years and would have a positive knock-on effect throughout their later education. One US study found that moving students up by a single letter grade in English increased their probability of college enrolment by 10 per cent – a huge return on a relatively small policy investment.
Of course, targeted literacy support would not be enough to fully close the gender attainment gap, yet it would be a fighting start. Equally, it could help to kick-start a broader conversation in education policy on the problem of male underachievement at school, which has generally been treated as a fringe curiosity rather than a serious concern.
As we approach the 2024 general election, all major parties will be laying out their plans for social and economic reform over the next four years. Making a pledge to tackle the education gap through targeted, early intervention in literacy skills would help them prove a genuine commitment to gender equality and the long-term economic prospects of all students.
We cannot afford to let the education gap continue to expand unaddressed. The time for policymakers to act on this vital issue is now.
Sam Chandler is a public affairs professional and political commentator with Young Voices UK.