Educational Outcomes: Disadvantaged Boys and Young Men

Jodie Gosling Excerpts

Tuesday 3rd February 2026 Westminster Hall

[Jodie Gosling (Nuneaton) (Lab)]

It is a pleasure to serve under your chairship, Sir John. I thank my hon. Friend the Member for Hitchin (Alistair Strathern) for securing this debate and allowing me two minutes to speak.

I was a primary school teacher for 25 years and an early years practitioner, and I have seen very young children become disengaged with education—especially boys, who are already on a pathway to not showing us what they are capable of. Part of my role was to be a forest school leader, and I worked with small groups of challenging boys who were causing disruption in classrooms—not learning, and disrupting the learning of others. We used to work outside, building ambition, resilience and concentration through physical work, tree climbing and exploring. The boys and girls in the forest school—although it was predominantly boys—were given a sense of autonomy over their learning and control of their lives. The transformation of those disadvantaged children was significant. Teachers in the classroom afterwards said that their concentration, behaviour, attainment and even attendance had improved while they were taking part in those courses.

I attended Harrogate Army foundation college with the armed forces parliamentary scheme, and was absolutely blown away by the stories of 16 and 17-year-olds—predominantly boys—who told me that they had dropped out of school, sometimes years ago, had no GCSEs, spent their days playing games, watching YouTube or getting into a bit of bother, and now were up at 6 and passing exams. They had never considered that possible, and they were physically fitter than they had ever dreamed. There are many studies linking physical activities such as running and forest school to better attainment and improved concentration.

I agree with my hon. Friend the Member for Hitchin. Does the Minister believe that in order to address the decades-old issues with the gaps in boys’ attainment, we need to consider evidence from when they have engaged and succeeded, and reconsider the environment in which we are asking them to learn by taking a more creative approach to education that meets their emotional and physical needs?