Educational Attainment of Boys

Elsie Blundell Excerpts

Thursday 10th July 2025 Commons Chamber

[Mrs Elsie Blundell (Heywood and Middleton North) (Lab)]

I start by thanking my hon. Friend the Member for Bishop Auckland (Sam Rushworth) for securing this crucial debate. The attainment and engagement of boys, especially working-class boys, in their education will determine how society will look in the years and decades to come. Despite the importance of this topic, however, it has languished at the bottom of the list of national priorities for far too long.

In my constituency of Heywood and Middleton North, I am proud of the contributions made by teachers who work hard to leave no child behind, but until there are worthy interventions at a national level to address the scale of the current crisis in the system over boys’ attainment, they will be doing so with one hand tied behind their back. This issue and its drivers have been misunderstood and misrepresented for far too long, and I am pleased to see MPs today grapple with the topic in a way that some have not, but that is only half the battle.

Historically, only piecemeal policy proposals have been half-heartedly explored—proposals unfit even to nip at the heels of this challenge, let alone address it in its entirety. Who must live with the consequences of that inertia? It is the boys who have gone to school this morning, in my constituency and across the country. They are less likely than girls in their class, if current trends persist, to seize the opportunities that school offers them. Boys and young men in communities like mine are just as deserving of a chance to get on in life and to fulfil their potential as their counterparts in more affluent areas, but they have been badly let down.

In the postcode lottery that has affected our society, it is disadvantaged boys who are being held back. As my hon. Friend the Member for Bishop Auckland pointed out earlier, “class” is not a dirty word, and we must not shy away from it when talking about this issue. In Rochdale borough, where my constituency sits, there is a 17% gap between boys eligible for free school meals and those who are not when it comes to who is meeting the expected standard in reading, writing and maths at key stage 2. That gap reverberates throughout boys’ entire academic careers, and it widens when they come to sit their GCSEs. There is a 22% gap in the borough between boys who receive free school meals and those who do not when it comes to the percentage of pupils getting grade 4 or above in English and maths at the end of high school. In both instances, boys on free school meals, which is a welcome and wholly necessary intervention, are underperforming by comparison with those who are not. It is not by a slight amount; it is significant.

There is crossover when it comes to the issues at play here—not just around gender, but around socioeconomic circumstances. One way of assessing this more closely is by comparing the rate of exclusion among boys from deprived areas with the rate among girls and their male counterparts from more affluent backgrounds. Poorer boys are twice as likely as their female peers to be permanently excluded, and five times more likely than their more affluent male peers to be removed from school. According to the Centre for Social Justice, the gap is widening.

In some instances, economic hardship can be a contributing factor to exclusion and isolation, which can obviously lead to multiple negative outcomes. School exclusions and low attendance are intimately linked to crime, with the Prison Reform Trust recently highlighting that 59% of the prison population was regularly truant from school. This is not a party political issue, because no party has a monopoly on good ideas. In order to get this right across the whole country, we must speak to those who, even in the most trying of circumstances, are making inroads in supporting boys to succeed and thrive, and we must enable institutions to inform national policy, rather than thinking that we know best.

I welcome the steps that the Department for Education has taken recently, but we must go even further. Although class is currently not a protected characteristic, it should be given a similar level of parity. I believe that the Government should be mandated to consider class when policy proposals relating to children’s education are being considered. Arbitrary and outdated measures of class lead to arbitrary and outdated policy outcomes, and we need to codify a modern definition of class in order to hold Governments to account through this lens.

The clock is ticking for the boys who went to school hungry this morning, for those struggling to keep pace with their peers in their schoolwork, for those crying out for a teacher to recognise their individual needs and to act, and for those who stand on the brink of exclusion. Their futures hang in the balance, and we can no longer neglect to ask the questions that we may not like the answers to. The challenges facing boys in schools are complex, and the solutions will take grit to implement, but it is time to finally heed the warnings that have been sounding for decades and to find the courage that eluded us in facing up to these challenges in the past. I truly fear the consequences if we do not.