* Challenging underachievement in boys

Lindsay and Muijs (2006) identified primary and secondary schools who were successful in overcoming underachievement in black Caribbean, black African and white UK born boys. The research findings, which are based on interviews with head-teachers, teachers, and pupils, found that there was no singular successful approach. However, the approach taken by schools either emphasized the insistence on equally high standards for every student (whole school) or targeting underperforming groups for interventions (targeted). Six factors that have been noted as positive influences are related to: the curriculum, performance monitoring, high expectations, staffing, inclusive ethos and parental involvement. With regards to the curriculum, the strategy of successful primary schools was to “optimize interest” and emphasize the importance of “relevance and connectedness”. “Talk and chalk” was avoided and the use of ICT was found to motivate boys in all schools involved in the study. One teacher noted that computers may be perceived a “non-judgemental”, which made students more willing to risk making mistakes as they would not fear criticism. Another curriculum based intervention are literacy programmes that target boys that evidence low levels of literacy upon entry  to schools was viewed as useful. The use of data was prioritized in all schools. Performance data and other indicators were used to develop individually tailored intervention and indentify challenging yet realistic targets for underperforming boys. Additionally, research carried out by some schools facilitated decision making. One school collected data from parents/ caregivers on factors like reading habits, which countered previously held assumptions and helped in the development of more relevant, and likely effective approaches. The schools generally had high expectations for all students. It is noted that achievement is “celebrated through displays and rewards” and there is a strong emphasis on behaviour management where “genuine concern and caring for pupils” along with strong discipline” is expressed and reinforced. The research found that schools emphasized that sanctions needed to be clear and fairly applied.