Education Is Failing Boys In The UK

Building on a trend that began more than a decade ago, girls are outperforming boys at every level in education. They get more and better GCSEs and A-levels, win more places at top universities and gain better degrees

Daily Mail Online Excerpt

As the father of a son and a daughter, I have a special interest in how the sexes are educated in our schools. Somewhere down the line girls are coping better than boys at school. Boys are labelled as disruptive largely by female teachers who simply don’t have an understanding of the male psyche. It is universally known that boys develop slower than girls and tend to lean more towards outdoor activities, one of the reasons why boys tend to get on better with the PE teacher.  Does it make any sense, knowing this to put boys under the same pressure to learn at the same pace as girls?

Girls are very well supported in the classroom while boys though having access to the same level of support, are unlikely to utilize it in the same fashion as girls especially when that support comes from the dreaded female teacher. So what’s the answer?

Steve Biddulph famous author and activist, who has written several bestsellers on the subject of boyhood and manhood highlights the problem as a global one. The absence of strong male figures in the classroom has led to boys being feminized. The Telegraph claims that one in five teachers is a man in primary school. There is an argument that abuse towards children is still associated with male figures. There have been several high profile cases in the past that have involved males in classrooms accused of inappropriate behavior. It is possible that most men prefer a peaceful life, so would likely not want to be associated with small children in a society that is obsessed with child safety.

All said and done, it is evident that this exclusion of older male influence in schools is having a direct impact on the performance of boys in school. If we continue to ignore this trend, boys will soon be unable to function effectively in the workforce and the myriad of social issues like domestic violence, fatherless children will only continue to intensify. The number of divorces from the 1930’s has risen at the same time the number of marriages has declined according to the Office for National Statistics. These kind of statistics highlight the gulf between the sexes. Women think most men are childish and selfish, most men think women only care about money and their kids yet 59% of women in the UK would choose marriage over career. So there is still hope. If society is going to produce men who are respected it starts in the classroom.

2 thoughts on “Education Is Failing Boys In The UK”

  1. We really need to look very closely at how boys, later men (given the international male crisis) are being treated, very differently from girls, later women in the information age. We need to see how this differential treatment (not genetics or role models) is creating more problems for boys. The belief boys should be strong “allows increasingly” more aggressive treatment by parents, teachers, peers, and others as early as one year of age, designed to create more anger, fear, and tension, so they will be prepared to fight, defend, and be tough. This is coupled with “much less” kind, stable, (very little kind verbal interaction), and much less mental/emotional support, knowledge, and skills for fear of coddling. It is the more aggressive, less supportive treatment, which creates the toughness or extra maintained layers of average stress: anger, fear, preparation for defense, and anxiety. These layers remain in the mind and take away real mental energy from academics, so those boys will have to work two or three times as hard to receive the same mental reward for work expended.
    This more aggressive, less supportive treatment creates more social/emotional distance/distrust of others – parents, teachers, peers, and others in society. It creates lags in social vocabulary, less knowledge of syntax and other communication we as girls are given on a more continuous basis. It creates higher average stress, which creates more activity for stress relief (not genetics but environmentally created). The higher average stress also creates higher muscle tension, which hurts handwriting: more pressure on the pencil and a much tighter grip, hurting handwriting and motivation to write (too much pressure tighter grip causing early fatigue).
    The total effect including less care and support creates much more failure and a feeling of hopelessness, especially with our false genetic models firmly in place. Also to make it even tougher for boys is the granting of love and honor (feelings of self-worth) only on some condition of achievement, status, or image. This was designed to keep Male esteem and feelings of self-worth low to keep them striving and even be willing to give their lives in time of war for small measures of love and honor from society. Males not achieving in school or other areas are given more ridicule and discipline to make them try harder. Support is not given boys for fear of coddling. Many boys (as you would expect) thus falling behind in school then turn their attention to sports and video games to gleam small measures of love and honor not received in the classroom. This also acts as a psychological catharsis for much more “maintained anger, anxiety, and hurt” they accumulate from the more harsh treatment they experience over time. The belief boys should be strong and the false belief in genetics creates a blatant mental denial of the differential treatment, which is creating the lower academics, lower esteem, and other problems many boys are facing today. So strong is the belief boys should be strong there is an almost emotional cannibalism allowed upon boys and men who appear weak in some way by society: parents, teachers, others, even from many girls and women, especially in the media. I feel lack of role models is the symptom and not the cause due to both the lack of male students, later adults able to take on more information age skills and the growing use of hatred of males to drive other male teachers/other information age male persons away from being role models.
    As girls we are treated much better and enjoy more hope and care from society. Since we as girls are given by differential treatment, much more continual, positive – mental, social/emotional support, verbal interaction and care from an early age onward, this creates quite the opposite outcome for girls when compared with boys. We enjoy much more care and support from society from infancy through adulthood and receive love and honor simply for being girls. This creates all of the good things. We enjoy lower average stress for more ease of learning. We enjoy much more freedom of expression from much protection that makes us look more unstable at times. Of course we can also use that same freedom of expression to give verbal, silent abuse, and hollow kindness/patronization to our Male peers with impunity knowing we are protected. We enjoy much lower muscle tension for more ease and ability in handwriting and motivation to write. We enjoy much more positive, trust/communication from parents, teachers, peers, and more support for perceived weaknesses. We are reaping a bonanza in the information age. The lower the socioeconomic bracket the much more amplified the differential treatment from infancy and more differentiated over time through adulthood. Theory will go to all with many applications

    Liked by 1 person

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