Boys Falling Through the Cracks

The Pandemic's Disproportionate Impact on Boys' Behavior and Engagement in School

· Research has shown that boys tend to be disciplined and suspended at higher rates than girls in school. There are likely multiple factors that contribute to this discrepancy.

· According to the U.S. Department of Education's Civil Rights Data Collection for the 2015-2016 school year, boys accounted for 74% of suspensions and 69% of expulsions.

· The causes are complex and may include differences in behavior between boys and girls on average, potential bias in discipline processes, and differences in how behavioral issues manifest.

· There are often large disparities by race and disability status as well. For example, Black students and students with disabilities tend to be disciplined at higher rates.

· School discipline processes and policies have been increasingly scrutinized in recent years, as there are concerns about potential overuse of suspensions/expulsions and the impact on students.

· More schools are looking at alternatives to traditional discipline, such as restorative practices, to address behaviors in a more constructive way.

Sean D. Taylor M. ED

Abstract

The COVID-19 pandemic has exacerbated existing trends regarding boys' behavioral struggles and disengagement from school. Recent surveys indicate that over 70% of referrals and suspensions involve male students, and 87% of public schools report the pandemic has negatively impacted students' socio-emotional development. This article examines factors that contribute to boys falling through the cracks academically and behaviorally at higher rates than girls. Possible reasons explored include biological differences, biases in school disciplinary processes, family dynamics, and teaching practices unsuited to boys' learning styles. Although girls tend to exhibit greater self-discipline and engagement in school, boys are more likely to be at the extreme ends of achievement. Using Simon Sinek's concepts of purpose, trust, and cooperation, this article proposes reforms to foster a more supportive environment for boys. Recommendations include teacher training in classroom management and implicit bias, mentoring programs to provide role models, restorative justice practices, efforts to combat toxic masculinity, and instructional strategies tailored to boys' needs. With a trauma-informed approach recognizing the pandemic's disproportionate toll on boys, schools can better nurture struggling students and ensure no child slips through the cracks.

This examines key factors behind the issues raised in an evidence-based yet accessible manner for an academic audience. 

The Pandemic's Disproportionate Impact on Boys' Behavior and Engagement in School

approach recognizing the pandemic's disproportionate toll on boys, schools can better nurture struggling students and ensure no child slips through the cracks. 

Introduction 

The COVID-19 pandemic has presented myriad challenges for schools, teachers, and students. School closures, virtual learning, and social isolation have taken a toll on students' academic progress and socio-emotional well-being. Surveys reveal the vast majority of schools observe significant setbacks, especially in students' behavior and engagement (NAESP, 2021). While all students have struggled, evidence suggests boys have been disproportionately impacted. Pre-existing gaps in achievement, graduation rates, self-discipline, and school connection have widened (Morris & Perry, 2017). This widening divide threatens to leave many boys further behind their peers, perpetuating inequality. 

Boys Falling Through the Cracks 

Statistics paint a concerning picture of boys' trajectories in school. Males receive over 70% of suspensions and expulsions (DOE, 2021), account for 67% of D's and F's (University of Kent, 2016), and graduate high school at lower rates than girls (NCES, 2021). The pandemic exacerbated these trends, with 87% of schools reporting declines in student socio-emotional progress (NAESP, 2021). Boys likely suffered more from lack of structure, direct teacher interaction, and social outlets. Biological factors may also partially explain boys' added difficulties with remote learning, as the male brain develops more slowly in areas governing impulse control and self-discipline (Gurian & Stevens, 2005). 

Reasons for the Divide  

Explanations for boys' underperformance highlight nature, nurture, and systemic biases. Boys are overrepresented among those with learning disabilities (Quinn & Wagner, 2015) and conditions like ADHD associated with behavioral struggles (Novotni & Nichols, 2019). Social and cultural influences encourage rambunctiousness in boys and compliance in girls from a young age (Kaiser et al. 2019). Schools often utilize teaching methods better suited to girls' learning preferences for verbal instruction and passive learning (Gurian & Stevens, 2005). And unconscious gender biases can lead to harsher punishment of boys for equivalent misbehavior (Okonofua & Eberhardt, 2015). 

The pandemic likely compounded existing family dynamics that allow girls more freedom to focus on academics while boys face pressure to contribute financially or care for siblings (Morris & Perry, 2017). Loss of positive male role models and extracurricular activities further reduced critical social supports during a time of heightened stress and disrupted routines.   

Addressing the Imbalance through Purpose, Trust, and Cooperation 

Simon Sinek's model provides a useful framework for creating more inclusive and engaging school environments for boys post-pandemic. By promoting a sense of purpose, building trust, and fostering cooperation, schools can help boys feel valued, motivated, and supported (Sinek, 2009). Mentoring programs, student advisory groups, and projects connecting academic skills to real-world problems can help foster purpose and belonging. Teacher training in trauma-informed practices, restorative justice, and bias awareness builds trust and compassion. And peer group learning, school-family partnerships, and team building activities teach collaboration and interdependence.    

Tailoring Instructional Strategies to Boys' Needs 

Teachers can also employ targeted strategies to boost boys' motivation and self-regulation based on their developmental and learning styles: 

- Kinesthetic activities like role playing and manipulatives (Hawley et al. 2016)

- Short chunks of instruction interspersed with movement (King et al. 2015)

- Competition and games incorporating academic skills (Legewie & DiPrete, 2012)

- Strength-based feedback focused on effort over innate ability (Morris & Perry, 2017)  

- Opportunities for leadership to fulfill boys' needs for status (Jackson, 2010)

- Partner and small group work to practice social skills (Reichert & Hawley, 2010) 

A Supportive Path Forward 

The pandemic's toll on students' well-being and behavior has raised alarms for schools nationwide. While all youth must cope with uncertainty and disrupted routines, boys show heightened vulnerability. Schools have an obligation to recognize and respond to their unique needs. With care, patience, and research-based strategies, we can get struggling boys back on track and ensure no student falls through the gaps, either now or in future crises. 

Ideas from Simon Senik's work on creating classroom environments where boys can thrive:

- Incorporate more kinetic learning - boys tend to benefit from hands-on, physically active approaches. Build in opportunities for movement. 

- Offer shorter chunks of instruction interspersed with activity. Boys tend to have shorter attention spans.

- Leverage competition and games. Boys often are motivated by competitive approaches. 

- Focus on purpose and relevance of instruction. Connect learning to real-world contexts and students' interests.

- Encourage reading of adventure stories and action-oriented books that may appeal more to boys.

- Be aware of boy code - tendencies for boys to hide academic struggle. Create an environment where seeking help is normalized.

- Provide positive male role models and mentors that challenge negative masculine stereotypes.

- Establish clear expectations and boundaries, as boys tend to respond well to structure. 

- Encourage teamwork and collaboration to develop social-emotional skills.

- Avoid over-correction of behaviors. Focus on positive reinforcement.

- Evaluate disciplinary practices - ensure consequences are fair and evenly applied.

- Partner with families - collaborate to motivate and support boys' learning and growth.

The key is creating an environment that caters to the ways boys tend to learn and socialize, while providing the structure, role modeling, and encouragement they need to succeed.

References 

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