Wherever I have worked, I have been one of very few male staff. School staff across the board are predominantly female. According to the UK Department for Education’s 2024 workforce statistics, 86% of nursery and primary school teachers are female, along with 94% of administrative staff, 92% of teaching assistants, and 86% of other support staff. Male teachers are more common in secondary schools but still represent only 35%, and in early years, that figure drops to just 2%. Some children don’t see any male staff in their schools until they reach secondary education. This paints a clear picture of who shapes the everyday life of a school.
At the same time, girls generally outperform boys at all levels of education. Of course, there are exceptions, but this is the dominant trend. So what’s going on? What is it about our education system that impacts boys on such a wide scale?
Grayson Perry coined the term ‘Default Man’. The straight, white, middle-class man who dominates and influences policy, culture, institutions, and societal norms. This concept helps us understand how one particular worldview, while not representative of every individual, is deeply embedded in how education is structured and what kinds of knowledge and values are prioritised. Masculinity has been in the spotlight recently, and rightly so. The values associated with this Default Man are everywhere in our education system, sometimes without us realising it, and it’s vital to be aware of their influence.
Despite women making up the vast majority of the school workforce, men disproportionately hold leadership roles. Only around 30% of CEOs of Academy Schools are female, and the higher up the leadership ladder you go, the fewer women you find. This mirrors broader societal structures, where decision-making power is concentrated in a relatively small (mostly male) group, often reflecting Perry’s Default Man. These leaders shape what is taught, how it is assessed, and what is prioritised, often reflecting traditionally masculine traits: competition, hierarchy, objectivity, control, and rationality over emotion.
These masculine ideals permeate our schools. Children compete rather than collaborate; helping each other can sometimes be viewed as cheating. Exams are scored on a bell curve, which means there are always winners and losers. Pupils are seen as individuals expected to succeed alone, reflecting the individualism prized in the Default Man’s world. I’ve often heard that tests are necessary. Offering objectivity that’s better than the ‘subjective’ judgment of teachers. But these teachers spend hours every day with children, knowing far more about them than any 60-minute exam could reveal. Grouping children by ability creates rigid hierarchies of who is clever (in the Default Man's view) or not, while emotional education and relationships are undervalued. Absence is punished; resilience is celebrated, which often means those who don’t take time for their mental or physical health are rewarded. Teachers face strict controls, with scripted lessons and high-stakes assessments limiting professional autonomy. Behaviour is managed through punishments and rewards rather than nurturing intrinsic motivation or supportive environments. Underlying all this is a system valuing knowledge and values from the group that holds power.
Educational researchers like Dylan Wiliam and Mary James have highlighted how formative, teacher-led assessment can be far more supportive of student growth than high-stakes testing. Yet the system’s obsession with testing reflects the desire for control and objectivity, values deeply aligned with traditional masculine norms. The UK is one of the most heavily tested education systems in the world.
This also links to the theory of ‘powerful knowledge’ from sociologist Michael Young. The idea is that schools should provide access to knowledge that takes students beyond their everyday experiences and gives them the tools to think critically and engage with the world. But who decides what this powerful knowledge is? Often, it reflects the interests and experiences of the dominant group. This risks marginalising knowledge rooted in emotional literacy, collaboration, and creativity. Forms of learning that may resonate more with those not socialised into Default Man values.
So how are boys socialised into needing more hands-on learning, more relational support, or struggling with focus? It’s not about brain differences. As researchers like Cordelia Fine and Gina Rippon have shown, the idea of differences in male and female brains is largely a myth. Instead, from early childhood, boys are often praised for physicality and independence, while girls are encouraged to be verbal, attentive, and empathetic. Over time, these patterns can shape how children see themselves and how they engage in learning environments.
In my current work, I see children who have been forced out of mainstream education. They are academic children who have had some really bad experiences with the school system. Now local authorities require a teacher to build up their self-esteem and trust for adults again. They often have school-based trauma. They are anxious and scared. They were punished when what they needed was a more relational and emotional education, because they couldn’t fit the mould that school required them to fit. The schools couldn't control them how they wanted to.
Ironically, the same group that designed this system often suffers under it. Men who embody traditional masculine ideals face real risks. Research from the World Health Organization and other bodies consistently shows men have lower life expectancy, higher rates of heart disease and cancer, and are more likely to die by suicide. Risky behaviours such as smoking, alcohol misuse, and drug use are more common. Social isolation is a significant problem, with studies indicating up to 20% of men report having no close friends.
These points remind us that the values shaping education and leadership (competition, emotional suppression, and individualism) come at a cost, not only to boys struggling in school but also to the men who enact and uphold these norms.
There’s much more happening in children’s lives than school alone, but it’s clear the system leans heavily towards the Default Man’s masculine ideals. With teacher workloads and burnout at all-time highs, and children’s mental and physical wellbeing at historic lows, we have to accept that the current model isn’t working.
We need a different vision. One that supports children in becoming whole people: who value connection, relationships, and care for others; who seek out help and support when needed; who know practical life skills like cooking and cleaning; who have friends and care about the planet; and who are creative.
This vision isn’t just idealistic. It’s necessary. For healthier schools, healthier communities, and ultimately, healthier people. Built on a balance of feminine and masculine values for the benefit of everyone.
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