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Concerns have been raised about the performance of girls in schools, with experts warning that there is a troubling trend that needs to be addressed. While historically girls have outperformed boys in GCSEs, this year saw a slight drop in girls’ pass rates while boys’ pass rates rose, narrowing the gap between the two genders. Accordingly, there have been calls to investigate and rectify this issue before it further impacts girls’ academic achievements.
Recent discussions have focused on the academic struggles of boys, with various stakeholders expressing their worries about boys possibly lagging behind in education. The Department for Education in England is particularly concerned about the performance of white working-class pupils, especially boys, and aims to provide them with the necessary support to succeed. Natalie Perera, from the Education Policy Institute (EPI), emphasized the importance of understanding the factors contributing to both boys and girls’ low attainment rates to address these issues effectively.
Analysis from the EPI indicates that girls’ academic performance has been on a decline since the onset of the Covid-19 pandemic. This decline has been linked to concerning trends in girls’ well-being, such as worsening mental health, lack of sleep, and extensive use of social media. The persistently absent rate among girls has also risen, with girls now more likely to be persistently absent from schools compared to boys. Moreover, an international study highlighted that girls were falling behind boys in subjects like math and science, underscoring the need for targeted interventions to support girls’ academic progress.
Girlguiding, an organization working with thousands of girls, has expressed concerns about the impact of misogyny on girls’ mental well-being and confidence. The organization urges schools to listen to girls’ experiences with misogyny and its effects on their learning and overall well-being. As stakeholders continue to investigate the root causes of the decline in girls’ academic performance, there is a growing consensus on the need for comprehensive support systems to address the unique challenges faced by girls in education
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