Educational Attainment of Boys

Josh Newbury Excerpts

Thursday 10th July 2025 Commons Chamber

[Josh Newbury (Cannock Chase) (Lab)]

I thank my hon. Friend the Member for Bishop Auckland (Sam Rushworth) for securing today’s debate. As others have done, I start by saying that the numbers are stark. By almost every measure, boys are falling behind. By the end of primary school, just 57% of boys meet the expected standard in English and maths, compared with 64% of girls. For a white, working-class boy from a low-income household, that picture is even bleaker. Just 33% of those eligible for free school meals meet that same benchmark at GCSE.

[Luke Myer (Middlesbrough South and East Cleveland) (Lab)]

I thank my hon. Friend for his speech. The educational attainment of boys is a serious concern, and I agree with him that it is principally a class issue. Working-class boys are further behind in their GCSEs and face higher NEET rates and exclusion rates, with a lower rate of those going on to HE. Does my hon. Friend agree that to prevent crime and antisocial behaviour and to deal with wider economic issues, we need to see early intervention and targeted support for working-class boys?

[Josh Newbury]

My hon. Friend is absolutely right, and I will come on to many of the issues that he refers to. He represents a community with a demographic that is similar in many ways to my own, so I very much welcome his efforts in this space.

In Staffordshire, as across the country, boys are around 50% more likely to be excluded than girls, and twice as likely to be permanently excluded. We have to work out why that is happening, and why so many of our boys and young men feel out of place in the classroom and in school, and subsequently rebel against the system.

As the first in my family to attend university, I know that our education system, particularly after the incredibly damaging reforms of a certain former Education Secretary, all too often feels like it is one size fits all. That is a particular barrier to opportunity for white, working-class boys, who often do not see themselves reflected in school. Cannock Chase sadly falls significantly behind the national average, with just 23% of over-16s receiving a higher education qualification, compared with 34% nationally. In ’22-23, 34% of men from Staffordshire had started in higher education by the age of 19, compared with 49% of women.

As a man raised to be a proud feminist, the fact that the rate and numbers of women going to university have increased hugely since first overtaking those of men in the mid-’90s should absolutely be welcomed. It should not be seen, in any way, as something that is taking away from men, as it is sometimes falsely characterised. In recognising that, however, we must not ignore the fact that the rate and numbers of men going on to higher education have risen much more slowly. Even more stark is the fact that 22% of young people in Cannock Chase leave school with no qualifications at all, and only 57% of white boys from Staffordshire met the expected standard in English reading and writing and maths last year.

For young boys, those are not just statistics; they are social problems. We must also recognise the danger of ignoring a growing crisis among boys—when they feel alienated from school and opportunity, others step in to fill that gap. Most worryingly, that includes the rise of toxic figures on social media who spread misogyny. Young boys are being fed a version of masculinity built not on resilience, education and kindness, but on dominance, grievance and hatred. As has been said, if we shame men as a whole, or characterise all of them as privileged, we not only fail to address this issue but push many boys towards those malign influences and risk losing a generation to that toxicity.

I welcome the fact that the Government are working to address the root causes of violence against women and girls in schools, teaching pupils about healthy relationships and consent. We need to draw boys into education by showing them that it matters, and that they matter. We need to show them that they will play a role in our society, and that learning is not just for the academically gifted and the privileged. We must invest in mentoring, mental health and early intervention. We must back apprenticeships, technical pathways and, as a society, value them as much as we do degrees. We must understand why so many men are walking away from education and training. Is it a lack of support or financial pressures? Whatever the cause, it deserves real scrutiny from this House and real solutions.

We must also explore reforming assessment methods, because not every young person thrives in a system built around high-stakes exams. Coursework, modular learning and vocational achievements must be valued equally, as they were when I was at school. Above all, as we have done today, we must talk about this openly, honestly and with urgency. We have to inspire boys to stay and thrive in education, and—as my hon. Friend the Member for Bishop Auckland so eloquently put it—not shame them or make out that they have privilege when they have anything but. Instead, we must guide them towards a future defined not by anger or exclusion but by achievement and respect.