Addressing the Crisis of Boys’ Underachievement in Education
The growing concern over boys’ underperformance in education has led to calls for new strategies to address the issue. Lord Blunkett, a former Labour education secretary, has proposed that girls should be mobilised to encourage boys to take their future seriously. He believes that by empowering girls to expect more from the boys they date, it could serve as a powerful incentive for boys to improve their work ethic and attitude.
Lord Blunkett argues that many boys are influenced by negative role models, such as Andrew Tate, who promote harmful ideologies. Instead of striving to become productive members of society, these boys often adopt a mindset that sees them as victims. To counter this, he suggests that schools should promote ‘positive masculinity’ to help shape the next generation of fathers.
He highlights the importance of showing boys, especially during their early teens, the link between hard work and a successful future. This is crucial because if boys feel disengaged, they may lose interest in education altogether. For those who seek relationships with young women, it is essential to demonstrate the need for personal responsibility and ambition.
The Impact of Online Influences on Boys
Recent reports have shown an increase in boys being radicalised by online ‘incel’ culture and figures like Andrew Tate. These influences often lead to disengagement from school and the development of negative views about women. Lord Blunkett stresses the need for a collective effort to combat these issues, suggesting that girls can play a vital role in encouraging boys to take charge of their futures.
He emphasizes that the message should not be one of threat but of empowerment. The idea that masculinity is being denigrated is incorrect. Instead, boys should be encouraged to demonstrate their masculinity in a positive and constructive way. Schools should challenge boys to aspire to lead meaningful lives that contribute to society.
The Broader Implications of Boys’ Underachievement
The issue of boys’ underachievement is particularly significant for those from white working-class backgrounds, who are the lowest-achieving group in the country. While migrant families often view education as a pathway to prosperity, some boys from poor British backgrounds do not see the same value in education. Lord Blunkett believes that it is essential to find ways to inspire these communities and create a similar driving force for success.
To achieve this, he advocates for more work experience and apprenticeship opportunities in schools. By helping students see the connection between practical experience and continued education, it may encourage them to stay engaged. Additionally, he calls for the rejuvenation of New Labour’s Sure Start programme, which provides early years learning, health, and family support services. These centres have been shown to improve academic outcomes later in life.
The Current State of Educational Achievement
In 2024, there was a noticeable gap in GCSE results between boys and girls, with 73.7 per cent of girls achieving at least a grade 4 compared to 67.1 per cent of boys. Furthermore, universities accepted around 44,000 fewer male students than female students. These statistics highlight the urgent need for targeted interventions to support boys in achieving their full potential.
Lord Blunkett, who was born blind and grew up in a deprived family, understands the challenges faced by disadvantaged communities. His personal journey, including studying part-time at a technical college and eventually earning a place at the University of Sheffield, underscores the importance of education as a tool for social mobility.
By addressing the root causes of boys’ underachievement and implementing effective strategies, it is possible to create a more equitable educational system that supports all students in reaching their goals.
