Working with Boys Academically
“Boys and girls do tend to prefer different learning styles … in many schools insufficient attention is paid to the differing needs of boys and girls and their tendency to favour different learning styles … a much greater emphasis on raising teachers’ awareness of the differences and commonalities in boys and girls preferred learning styles is required” — Australian Committee on Education and Training
Appreciating the intricate neuroscience that underpins the differences in development between boys and girls lays the foundation for understanding how these differences manifest in educational settings and parenting practices.
The quote above was offered in a special report entitled ‘Boys: getting it right’, an initiative of the Australian Government. This report acknowledged differences in how boys and girls approached learning and suggested that the life and educational chances of boys could be improved if parents and educators considered how boys learn, develop and behave.
Parents and educators need to be mindful that boys are more vulnerable than girls to academic frustrations. Across almost all aspects of development, boys mature more slowly than girls and are less likely to have mastered the self-control, language and fine motor skills when they start school. Boys in general have a tougher time than girls sitting still, cooperating and negotiating with their peers, learning their letter sounds and writing in the early stages of schooling. However, they do have other skills that, when nurtured, can lead to positive outcomes.
Boys’ brains are wired for action and spatial reasoning. Key areas such as the prefrontal cortex, which is responsible for executive functions like impulse control and decision-making, and the amygdala, which plays a crucial role in emotional regulation are often developed at a different pace than girls, leading to differences in behaviour and emotional responses.
These neurological differences also influence learning styles. Boys tend to thrive in environments that include hands-on activities and physical movement. Traditional educational settings, which often prioritise mainly verbal instruction and sedentary learning, may not engage boys effectively. By incorporating more kinesthetic learning opportunities -like group projects, outdoor activities, and interactive lessons - we can capture boys’ interests and enhance their learning experiences.
Statistically, boys do not demonstrate the same degree of proficiency in language and literacy as girls in the early years (this is visible across all levels of formalised schooling). It is imperative to ensure that boys are not labelled as having a ‘learning problem’ when in fact they may just be developmentally lagging.
The first three years of life are crucial for long-term literacy outcomes. The home environment determines the quantity and quality of interactions between children and caregivers. During the first few years of learning, experience-dependent creation of synaptic connections is maximal, and we know that the more words children are exposed to and the more conversations they hear and participate in, the better. Literacy development begins long before a boy enters school and develops as each year progresses.
In a school setting, boys appear to do better in all aspects of literacy when direct instruction is supported by approaches and materials that are interesting to boys.
Differences between boys and girls in terms of auditory and visual processing, developmental milestones, interests and attention, to name a few, should be part of any decision-making for teaching and learning moments.
By recognising and understanding the unique developmental trajectories of boys, as parents and educators we can create more effective and supportive environments. Providing a tailored approach to education that respects boys’ distinct needs and harnesses their strengths, paves the way for a more successful educational journey for them.
At Mosman Prep, we specialise in boys’ education, drawing on our deep understanding of how boys react to situations, interact with learning, and process information.
Peter Grimes | Headmaster
Reference:
Oh Boy!: Understanding the Neuroscience Behind Educating and Raising Boys – Michael Nagel (2021)
