Boys don't try? With Matt Pinkett

There is a significant problem in our schools: too many boys are struggling. The list of things to concern teachers is long. Disappointing academic results, a lack of interest in studying, higher exclusion rates, increasing mental health issues, sexist attitudes, an inability to express emotions.... Traditional ideas about masculinity are having a negative impact, not only on males, but females too. In this ground-breaking book, Matt Pinkett and Mark Roberts argue that schools must rethink their efforts to get boys back on track.

Boys Don’t Try? examines the research around key topics such as anxiety and achievement, behaviour and bullying, schoolwork and self-esteem. It encourages the reader to reflect on how they define masculinity and consider what we want for boys in our schools. Offering practical quick wins, as well as long-term strategies to help boys become happier and achieve greater academic success, the book:

• offers ways to avoid problematic behaviour by boys and tips to help teachers address poor behaviour when it happens
• highlights key areas of pastoral care that need to be recognised by schools
• exposes how popular approaches to "engaging" boys are actually misguided and damaging
• details how issues like disadvantage, relationships, violence, peer pressure, and pornography affect boys’ perceptions of masculinity and how teachers can challenge these.

With an easy-to-navigate three-part structure for each chapter, setting out the stories, key research, and practical solutions, this is essential reading for all classroom teachers and school leaders who are keen to ensure male students enjoy the same success as girls.

Questions:

Gentle introduction- tell listeners a bit about you and your career to date . 

 Tell us about the genesis of this book and how it started with you blog ‘balance for boys’  

 In chapter 2 on disadvantaged students , could you start with your definition of disadvantaged students then tell listeners why you feel our education system is ventured on middle class values?  

 What solutions do you offer for school leaders and teachers particularly around setting? 

 In the final thought of the chapter , you say the main thing holding back working class students is attitude. What do you mean by this?

 In chapter 4 on mental health , you set up the chapter with an insight into how Romeo and Juliet is about male mental health, how do you link this to 21st century Britain?  

 Could you outline some of the key research on suicide , anger and self-harm   What advice would you offer to school leaders ?

   In chapter 6 on sex and sexism , the stories at the start of the chapter paint a depressing picture about the harassment that female teachers face daily , what does the research say in the area of sex and sexism?

   Why does there need to be absolute clarity for school leaders on the issue of sexism and sexist behaviour?

  In chapter 8 on violence tell us the story about the remnants of a half-eaten kebab.  What is the testosterone fairy tale and why is testosterone such a complicated beast? 

  Again what advice do you give to school leaders and teachers?  

In the last chapter ‘what next’ , You tell readers that years of gender socialisation cannot be undone by reading your book but we have all made a positive change by picking up the book . What next then for school leaders and NQTs? 

 Finish off by telling us where we can find out more about you and where you will be speaking next .

Podcast pedagogy is featuring Sarah Mullin's excellent 'What they didnt teach me on my PGCE"