Boys-only classes 'can be a catalyst for bad behaviour'

THE use of single-sex classes to improve the attainment of boy pupils can lead to rising indiscipline, according to research.

Academics at Strathclyde and Glasgow universities found boys-only classes sometimes "exacerbated behaviour problems, heightening laddish behaviour".

Jack McConnell, the First Minister, is among those who have in the past advocated the use of single-sex classes as a way of closing the gender gap, under which girls consistently out-perform boys in the classroom.

The research, which was commissioned by the Scottish Executive, accuses secondary schools of not doing enough to narrow the attainment gap between boys and girls.

Last year's exam results showed that girls were getting better grades than boys in the key subjects of English and maths.

The new research, which will be published today, involved a detailed look at the measures which Scotland's schools and local authorities have been introducing to try to bring boys' performance closer to the level of girl pupils.

In September 2004, Mr McConnell told school pupils in Glasgow that he wanted to see more boys-only classes. "I wonder whether or not more single-sex classes in schools might lead to boys achieving a bit more, if they could focus on the work in the classroom rather than who they are sitting beside," he said. The new report says several councils have been pursuing single-gender classes, but with mixed levels of success.

"In the main, these had been introduced to address boys' underachievement, although issues of behaviour and choice were also identified by schools," the report says.

"Views on the effectiveness as a strategy were varied. In some instances, boys-only classes exacerbated behaviour problems, heightening 'laddish' behaviour."

The research also says that many boys are actually disadvantaged by single-sex classes.

"There is evidence ... that not all boys have needs or preferences that can be accommodated in 'boy-friendly' approaches," it says. "Quiet and reflective boys, for example, might well be more disadvantaged by such tactics, as might some girls."

The report goes on: "While some pupils thought [single-sex classes] were good, others expressed a clear dislike for the strategy. For both boys and girls, their relationship with the teacher and the ability of the teacher to motivate them was more important than the form of classroom organisation which was adopted."

Elsewhere, the study found pre-school nurseries and primary schools were better at tackling the gender gap than secondary schools. The researchers say they "encountered some good practice" in early-years education, such as initiatives aimed at encouraging fathers to read with their sons at home as a way of improving literacy.

In secondary schools, however, the picture was different. "In these schools, there was little evidence of deliberate attempts to address gender stereotyping in option or careers choices," the report says.

Secondary schools and their feeder primaries should be encouraged to work more closely together to tackle gender inequalities, with increased support at a national and local level, it adds.

Peter Peacock, the education minister, said he hoped local councils would use the research findings to help them introduce more innovative ways of reducing the gender gap. He said: "We, like other western countries, have seen differences in performance develop between boys and girls.

"This research gives local authorities the latest and best advice on what works in addressing gender and attainment issues in schools."