Developing a hunch

 We believe that boys who are disengaged with learning may not see relevance or personal connection in the curriculum, and may lack opportunities to experience success in ways that align with their strengths and interests

Refining our hunch: We believe boys are disengaged because:

• They don’t see themselves or their interests in the texts and writing tasks.
  
  

• Literacy is often taught in ways that feel restrictive, feminised, or disconnected from their lives.

• They thrive with more autonomy, digital tools, and practical, creative tasks.

Some ideas on how to better engage boys:

Boys may be more engaged when learning goes beyond books and includes digital tools, videos, and hands-on activities that match their interests.

Giving boys choices in how they learn can boost their motivation and help them feel more involved.

Learning that connects to boys’ real-life experiences, without using stereotypes, can build their confidence and interest.

Group work, practical tasks, and interactive lessons can make learning more fun and meaningful.

Boys may benefit from learning that challenges gender stereotypes and supports them in exploring who they are.

Teachers need time and support to try new approaches and find what works best for the boys they teach.

Key resources:

• Alloway et al. (2002), Martino (2003), Gilbert (1998), Hansen (2001)
  
  

• Local/national literacy frameworks

• Student voice tools and digital platforms