Principles

Recognising that boys are not a homogeneous group, the educator intentionally develops a relationship that places each boy at the centre of their learning with an emphasis on positive working alliances and high educational expectations.

The educator displays an attitude of acceptance and affirmation, communicating to boys that they are inherently valuable and worthwhile as unique individuals irrespective of their academic ability. The educator avoids belittling, labelling, shaming, and stereotyping.

The educator adopts an approach that acknowledges the strengths that exist within each boy as opposed to focusing on deficits. Educators actively and intentionally tap into underdeveloped creativity, energy, and resources so that each boy can maximise their potential.

Educators demonstrate an appreciation of the internal and conflicting pressures that boys can experience in the construction of their masculine identities. Educators challenge narrow and potentially harmful gender stereotypes and intentionally communicate and affirm positive masculinities.

Educators demonstrate an awareness of the multiple and complex pressures, particularly on boys from areas of social and economic disadvantage. As boys navigate the turbulence of physical, emotional, and cognitive development that occurs during adolescence, they will benefit from being understood, good accessible pastoral care, encouragement, and support to cope better with stress and anxieties.

Educators should, as early as possible, actively identify and tackle blocks to learning. Boys often report feeling overwhelmed once they perceive that they have fallen behind their peers and believe they are unable to catch up, which can become a self-fulfilling prophecy. Boys respond well to tailored practical solutions that will help them to overcome barriers to their learning.

Educators seek to understand the complex social and economic context of each boy. Enabling boys to locate their learning within their everyday life experiences helps them value and better appreciate not only their own community backgrounds but also broadens the contextual relevance of learning and the transformative nature of education.

Boys are not a homogeneous group. They are all different. At the heart of meaningful engagement is recognition of the need to find ways for boys to reflect, think, talk, and explore issues that are important to them. This involves questioning and frequently seeking feedback, consideration of other viewpoints, and encouraging inclusion and diversity.

Boys learn in a range of different ways. Equally, different educators have a variety of approaches to facilitating learning. Informal education methodologies have been highly successful at re-engaging boys who have completely disengaged from school-based education.

This principle recognises and intentionally promotes the right of boys to fully participate in their own educational journey. Boys learn more when they are consulted, listened to, and their thoughts, concerns and ideas are considered and valued within the learning environment.