Educational Outcomes: Disadvantaged Boys and Young Men Debate
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Leigh Ingham
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Educational Outcomes: Disadvantaged Boys and Young Men
Leigh Ingham Excerpts(1 day, 19 hours ago)
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Leigh Ingham (Stafford) (Lab)
It is an honour to serve under your chairship, Sir John. I congratulate my hon. Friend the Member for Hitchin (Alistair Strathern) on securing this incredibly important debate.
Education should be the great leveller in this country, but for too many disadvantaged boys and young men it is drastically falling short. I was genuinely shocked by how poorly boys in Staffordshire are doing, particularly once they reach secondary school, but the warning signs start early. At the end of primary school, 79% of boys meet the expected standard in science, compared with 86% of girls. Although the gap sounds small on paper, it is the start of a stark trajectory that we see repeated again and again as boys move through their education. By the time they reach their GCSEs, the picture is deeply concerning. In 2024, just 36.3% of Staffordshire boys achieved grade 5 or above in English or maths, and that figure had fallen from the year before. Behind every single one of those percentage point drops is a young man whose life, aspirations, opportunities and future are being narrowed.
Research from the Higher Education Policy Institute shows that boys who fall behind in education are more likely not only to struggle at school but to face poorer outcomes in life. Boys who disengage from education are less likely to progress into further or higher education, and are more likely to experience economic inactivity. The report also warns that a combination of underachievement, weak employment prospects—which my hon. Friend spoke about—and social marginalisation can leave some young men more vulnerable to political alienation.
When boys struggle with learning, their difficulties are too often labelled as behavioural problems, leading to sanctions instead of support and a widening of the gaps. Targeted support too often arrives late, once the disadvantage has become entrenched. I ask the Minister, what more is being done to identify and support disadvantaged boys early, before those small gaps turn into lifelong barriers?
Disadvantaged boys and young men have talent and potential in abundance. If we care about boys’ education, we must stop being surprised—like I was—by those outcomes, and start acting earlier and more robustly.