Across the Western world, a troubling trend has emerged in education systems: the persistent underperformance of boys, particularly those from working-class backgrounds. In the UK, as highlighted by Toby Young in The Telegraph, (link below), white working-class boys are falling behind their peers at alarming rates. This issue is not unique to Britain but reflects a broader crisis in Western education, especially Australia, where radical progressive ideologies have reshaped curricula and school cultures in ways that often marginalise boys, especially those from less affluent backgrounds.
The underachievement of boys, particularly white working-class boys in the UK, is starkly evident in educational outcomes. In 2021-22, only 14.5% of white British boys eligible for free school meals (a proxy for socio-economic disadvantage) progressed to higher education, compared to 24.4% of their female counterparts. At the secondary level, 38% of these boys achieved a grade 4 or above in English and maths, trailing 40% of girls in the same demographic. This gender gap is not an anomaly but part of a consistent pattern. The Institute of Fiscal Studies noted a decade ago that white British pupils in the lowest socio-economic quintile were less likely to attend university than any other ethnic group, with boys faring worse than girls.
This trend extends beyond the UK. In the United States, boys are less likely to graduate high school on time (84% for boys vs. 90% for girls in 2021) and are underrepresented in college enrolment (41% of college students are male). Similar patterns appear in Canada, Australia, and much of Europe, where girls consistently outperform boys in literacy and are closing gaps in STEM fields, while boys lag in overall academic attainment.
One contributing factor is the cultural neglect of boys' identities in schools. As Young notes, UK schools celebrate Black History Month with prominent displays of high-achieving black Britons and mark religious festivals for minority groups, yet they often ignore St George's Day, a symbol of English heritage. This selective celebration of identity sends a message: some groups' histories and cultures are worthy of recognition, while others, particularly those of white working-class boys, are not. In the U.S., similar dynamics play out, with curricula emphasising diversity and inclusion, but rarely affirming the contributions of working-class or rural communities, which are often coded as white and male.
Worse, when the identity of white boys is acknowledged, it is frequently through a lens of criticism. Lessons on "white privilege" or the historical sins of colonialism and slavery often frame white boys as inheritors of guilt, regardless of their personal circumstances. For working-class boys, who may face poverty, unstable home environments, or limited access to resources, being lectured about their supposed privilege by white feminist teachers can feel alienating and demoralising. This approach risks fostering resentment rather than understanding, further disengaging boys from education.
The rise of radical progressive ideologies in education has exacerbated these issues. Schools increasingly adopt social justice frameworks that emphasise group identity, race, gender, sexuality, over individual merit. This shift has led to policies and teaching practices that inadvertently disadvantage boys. For example, the focus on "equity" often translates to interventions targeting girls or minority groups, while boys' struggles are overlooked. In the UK, the cancellation of initiatives like the Eton-Star Academies project, which aimed to open sixth forms in deprived areas to boost educational outcomes for disadvantaged students, including white working-class boys, reflects a lack of political will to address this crisis.
Moreover, classroom environments have become less accommodating to boys' developmental needs. Boys are more likely to thrive in structured, competitive settings with clear expectations, yet many schools have moved toward collaborative, discussion-based learning styles that align more closely with girls' strengths in verbal communication and emotional regulation. The decline of vocational programs and physical education, areas where boys often excel, further limits opportunities for engagement.
To reverse this trend, education systems must adopt a more balanced approach, as Young suggests, paraphrasing Martin Luther King: judge children by the content of their character, not the colour of their skin or their gender. This means dismantling ideologically driven curricula that prioritise group identity over individual potential. Schools should celebrate all students' backgrounds, including those of working-class boys, by recognizing their cultural heritage and contributions without guilt or shame. In the UK, marking St George's Day with the same enthusiasm as other cultural celebrations could be a small but symbolic step.
Practically, schools must reinvest in programs tailored to boys' needs. Vocational training, mentorship programs, and extracurricular activities like sports or coding clubs can re-engage boys who feel alienated by academic-focused environments. Teacher training should also address gender differences in learning styles, ensuring classrooms are equitable for both boys and girls.
Finally, policymakers must accept evidence-based interventions over ideological agendas. The UK's decision to halt projects like Eton-Star Academies is a case study in missed opportunities. Similar initiatives, whether in the UK, U.S., Australia, or elsewhere, should be revived and expanded to target at-risk groups, including working-class boys.
The underperformance of boys, particularly white working-class boys, is a symptom of broader systemic issues in Western education. Radical progressive ideologies, a product of neo-Marxism, have created an environment where boys' struggles are ignored or demonised, and their identities are either neglected or vilified. The data is clear: boys are falling behind, and without intervention, this gap will widen. By refocusing on merit, celebrating all identities equally, and addressing boys' unique needs, education systems can begin to reverse this "war against boys" and ensure that every child has the opportunity to succeed.