Girls have been outperforming boys in all the main attainment indicators for almost 100 years. 

So what can we do?

When the DfE released its figures to show that girls are outperforming boys in all the key attainment indicators at key stage 4, the question was obviously raised, “what do we do about it?”

But when one thinks about it, it is not just the fact that boys are doing worse at schools than girls, but there is something else going on.

For we live in a country in which 68% of MPs are male, and only 32% of members of the cabinet are women.  Which means not just that that male opinion continues to dominate social policy and law making, but also this comes from the minority of boys who keep up with girls in formal education.

Of course data like this needs to be considered carefully.  We need to think about what it is like to be a boy in school today, and to think about how we can create boy friendly facilities to start overcoming the recurring fact that boys in general under achieve.

In short we need to be aware of the invisible barriers that not only exist but which also reduce the chances of a boy achieving less than he could, just because he is a boy.

And what is perhaps particularly worrying as we do this is the recognition that 98 years ago an educational pamphlet was circulating among teachers with the cover reading “The Boy Problem”.  It seems we’ve been fighting this issue since the end of the first world war, and it is still there.

To help overcome this dilemma we have evolved a day long course which can be delivered to up to 25 staff in your school (although higher numbers are possible by special arrangement).

This course focuses on two overarching themes which relate to this issue and which might be summarised as “The Boy Problem” and “Boys Don’t Cry”.  You can find out more about this course on our website at

If you would like to discuss your specific situation or find out more about the course, please contact me on 01905 570180 or on 07788 725318, or if you prefer email me at

Liam Kernan