Confronting detrimental masculine gender stereotypes in educational institutions is crucial for achieving gender equality

Education is an essential right for all and serves as a significant catalyst for economic growth. To guarantee inclusivity, nations have justifiably put forth efforts to enhance educational access for girls.

Although progress has been made, it remains vital to support girls in the pursuit of gender equality. Nevertheless, UNESCO’s 2022 worldwide report on the disengagement of boys from educational systems revealed that in certain regions and educational levels, boys encounter considerable obstacles.

In some nations where girls have notoriously faced challenges in obtaining equal educational access, boys might now find themselves behind: they are more prone to repeat classes or withdraw from their studies, along with achieving poorer educational results.

To establish inclusive and fair societies, it is crucial to address the obstacles to education impacting both boys and girls.

What strategies can we employ to confront boys’ disengagement in education while promoting gender equality? Initial insights can be gleaned from the research initiative titled Lifting barriers: Educating Boys for Gender Equality by GPE KIX, which is backed by UNESCO, Equimundo, and the University of East Anglia. Our method focuses on fostering gender-transformative education with targeted assistance for boys where necessary.

Harmful gender stereotypes at the core of the problem

Detrimental gender norms are a leading factor contributing to boys’ withdrawal from educational systems. Social expectations that deem academic success as unmasculine, societal pressures for boys to serve as providers, or the increased likelihood of boys experiencing physical punishment can prompt their disengagement from school.

Well-considered educational interventions are vital to ensuring inclusivity. Efforts to engage boys in learning should not compromise girls’ progress or dismiss the unique challenges they encounter. Instead, these efforts should fit into a transformative framework that allows all parties to benefit.

Advocacy has been instrumental in garnering support for the inclusion of boys: addressing boys’ disengagement is a pivotal element in the overarching quest for gender equality.

The effects are substantial. Educated boys and men are more inclined to support equality and show respect towards all individuals.

Boys are not issues requiring solutions, nor should they be treated as such. Educational strategies should concentrate on the positive traits and potential of boys, utilizing their strengths, aspirations, and values to facilitate academic achievements and personal growth.

This concept is known as an asset-based approach, which emphasizes recognizing boys’ strengths and capacity for academic success rather than viewing them as problems needing fixing.

Transforming research into actionable solutions

There is a scarcity of interventions aimed at addressing boys’ disengagement from education.

Our findings suggest that effective measures should adopt a holistic school-wide approach, creating safe spaces for boys to engage and reflect, offering consistent support for teachers and facilitators, promoting constructive expressions of masculinity, and involving parents and community members for enduring success and sustainability.

It particularly underscores the importance of allowing all boys and men to openly express a range of affirming masculinities without fear of exclusion, mockery, or violence.

This fosters expressions of masculinity that are aligned with equitable principles and enhance both health and well-being.

In light of this, we are implementing a school-level intervention that promotes gender equity, aimed at benefiting both boys and girls. This includes providing training for teachers, educational resources, and clubs for boys, along with guidance for developers and reviewers of instructional materials.

Fostering national ownership and sharing outcomes

We have undertaken comprehensive research regarding the disengagement of boys in three deliberately chosen countries: Cambodia, Lesotho, and Malawi. This research aims to adapt interventions, resources, and training to meet the specific needs and circumstances of these nations.

The selection of these countries was based on educational statistics, priority areas, and the ability of consortium partners and national stakeholders to deliver effective interventions.

Moreover, all three nations have a higher number of boys than girls who are out of school at the primary and secondary levels, along with low educational achievements and significant instances of physical violence and bullying in schools (refer to box).