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Why schools are failing our boys

September 2, 2013


NCFM NOTE: It’s the same in the U.S. too, the social re engineering to dumb down boys… make no mistake, that’s exactly what it is… mothers like the author, Maggie Dent, are standing up for their sons. Make no mistake, we need more Maggie Dents…

Men’s Health Australia article

By Maggie Dent 

Boys will be boys, they tell us, but how many of us actually take this adage to heart and embrace it?

I am the mother of four boys, now all adults. If I think back to their childhoods and adolescence, it’s a whirlwind of movement and physicality, adventure and injury, rough and tumble play, of fart jokes and stinky sports shoes, short and to-the-point communication, and lots and lots of food and Milo. (Actually, it’s not so different when we all get together now.)

This description of life with boys won’t surprise most people – and yet why is it that the one place where children spend most of their time, school, is so stacked against meeting boys’ needs?

A recent survey in WA found that girls are starting to outperform boys in maths and science, which hasn’t been the case previously. Fantastic news for our girls – these fields badly need some gender balance, but it’s a shame if it’s at boys’ expense. We are also seeing disturbing numbers of boys in remedial classes and in behaviour management units in our schools across the country.

Boys are also more likely statistically (75% more likely than girls in fact) to die or be injured in an accident, to commit a crime, to be injured playing sport, to get cancer, to die at work, to go to prison, to be admitted to hospital and to fail school … well, boys will be boys right? But what does that mean for parents and teachers?

It’s long been acknowledged that the low number of male primary teachers is an issue and unless your son’s female teacher has brothers, how can we expect her to understand the boys in the class unless we actually talk about the differences between boys and girls, politically incorrect as that might be?

Neil Farmer in his book, Getting it Right for Boys, explains some key differences in how most boys’ and girls’ brains function and some of these are that girls have better ability for “cross talk” between their right and left hemispheres, better memory storage and are more verbal and better listeners.

These differences explain a lot of the angst that happens in our homes and schools where boys are mainly misunderstood by the opposite gender.

One of the most noticeable major differences (and yes there are always exceptions) between girls and boys in the classroom is that boys are more likely to learn through movement. Passivity numbs them to a degree.

Boys have been shown to develop their right brain before their left brain, whereas girls develop both at the same time and this partially explains why boys are often up to 18 months behind girls when they start school and why girls are more emotionally and verbally savvy.

The right brain is more about ‘doing’, creativity and intuitive processing (rather than logical) and spatial growth and awareness. This may be why most boys prefer the sandpit to drawing and painting. It may also explain why men are better at reverse parking, but hey you didn’t hear it from me.

Classrooms, especially those trying to get everyone up to scratch for the NAPLAN, aren’t really conducive to this.

The second major difference is that the amygdala is actually bigger in boys than girls so they are biologically driven to want to be warriors and superheroes and to take risks – often perceived as naughtiness.

The brain difference also explains why boys get confused around emotions. Many boys will take any emotional state – even sadness, confusion, frustration and hurt – and turn it into an anger response. So much aggression is often masking other emotional vulnerabilities.

Combine this with their extra testosterone and we have a situation where if we don’t provide our boys with plenty of opportunity to diffuse pent-up energy, it will manifest itself in disruptive, aggressive and even bullying behaviours.

It worries me that Australia’s “education revolution” is eroding critical playtime and the opportunity for physicality in our schools and the cost is high for all children but even more so for our boys – and perhaps their teachers who end up devoting more and more time to behaviour management. Boys have shorter attention spans and often need more stimulation to become engaged in activities that they perceive as ‘boring’ with little fun and lightness.

Most girls do not have the same huge need to discharge energy and can sit at desks much longer than boys without becoming restless and disruptive.

Another challenge is that boys only hear 70-75% of what girls do and that’s with eye contact. If a boy is absorbed in a play activity, or is facing away from his parent or teacher, he will generally not hear a thing being said. He also struggles with information overload – so making too many requests in one communication can create a glazed look as he fails to understand what is required of him.

We need to factor in these gender differences when we’re communicating with boys. They need all the help they can get to ensure they can thrive in our schools and in life, and reverse those scary statistics. They need boy champions to do this.

Maggie Dent is a parenting author, educator, speaker and mother of four sons

national coalition for menBoys need teachers who care rather than teachers afraid to let boys be boys.

Schools are no longer safe places for boys,

they are PC indoctrination camps.

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2 Responses to Why schools are failing our boys

  1. Duckworth Ann on January 2, 2014 at 9:55 PM

    Please, before looking at perceived genetic differences, try to see how differential treatment is creating those differences. Try to see how the much more aggressive treatment beginning as early as one year creates higher average stress (that does take way mental energy); higher muscle tension that hurts handwriting/motivation to write; more activity for stress relief; and much more social/emotional distance from adults and others. This combined with more harsh commands and little if any kind, stable, verbal interaction or mental/emotional support for fear of coddling creates lags in mental/emotional/social/verbal growth over time. Also more subtle but real is the giving of love/honor only on condition of achievement and stick of more ridicule or pressure is only used to correct it, again for fear of coddling.

    Now try to see how the more appropriate: kind, stable, mental/emotional/social support and skills given along with much more kind verbal interaction creates lower average stress, lower muscle tension, more ease of learning; higher social vocabulary/lower average stress necessary for independent reading; more trust and care from parents, teachers, peers, and others along with love/honor just for being girls. Try to see how such differential treatment is creating differences in brain development over time.
    Please, look at these variables first and only when such differential treatment is understood and alleviated, only then look elsewhere for those reasons. I feel differential treatment is creating an increasingly much more uneven playing field for Male and Female children. I feel if we do not act soon this will create a much higher imbalance between genders and a much higher price for society in the future. This could grow out of control if we do not look in the area of differential treatment.

    • lynn oliver on April 13, 2019 at 8:46 AM

      To understand the comment above, we must redefine our average stress as many “maintained layers of mental work which take real mental energy within a limited space” All of us from a young age accumulate many (innumerable) experiences, fears, needs, preparations for defense, etc. along with many weights and values (some faulty) which may act as magnets for other accumulating layers over time which are maintained by our minds. Many lie dormant, but many are continually moved up through stimuli in our environment. Try to see an upright rectangle representing our full mental energy. Then begin drawing in from the bottom, narrowly spaced lines to show many layers of our average stress we carry with us every day. The space left over shows our leftover mental energy for learning new mental work. This shows us just how our individual environments and differential treatment greatly affect thinking, learning, motivation (mental reward for mental work expended), and our reflection time and mental health – even to a point of saturation or irrational behavior. For boys the whole process of making boys tough (much in lower socioeconomic environments and more time in those environments) with more continued aggressive treatment and much less kind, caring verbal interaction created many more layers of mental work or higher average stress; much less social vocabulary; much less developed and much more fear of open, well formed sentences and expressions both from much less social interaction and from the social/emotional distance created from the harsh treatment they receive. This creates all of the bad things for boys. Even girls from those same lower socioeconomic areas are receiving a more opposite, more kind, caring, verbal interaction and protection from parents, teachers, others over time, so we are able to develop much better than our male peers, many from the same families, all because we are treated much better. In middle class homes, those boys are also falling behind collectively from their female peers due to the same relative differences in treatment they receive from others. There is much more on this which goes beyond the male crisis and into learning, motivation, and mental health for all of us along with tools to continually change and improve even for adults who have already experienced this.

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