Girls are poised to outperform boys in GCSE results for the 38th year in a row, prompting an education expert to suggest that inherent differences between the sexes may be contributing to the persistent achievement gap. Professor Alan Smithers, of the University of Buckingham's Centre for Education and Employment Research, stated that boys have only been ahead in mathematics-based subjects, continuing a long-term trend.
Professor Smithers acknowledged that raising the possibility of inherent sex differences carries a risk in the current climate, but he indicated that the regularity and persistence of these gaps necessitate considering such explanations. His analysis is based on population-wide data, though he has previously emphasized that individual students, both male and female, can deviate from these trends.
An alternative explanation offered by Professor Smithers is that educational systems may not be adequately developing the talents of half the population. He has repeatedly called for a government investigation into boys' underperformance, but described the response as one of "complacency," potentially influenced by a narrative that men generally achieve higher success in the workplace.
"Boys are habitually seen as privileged, and their weaker results at GCSE does not receive the attention it deserves," Professor Smithers said. He noted that girls have consistently outperformed boys at GCSE level since 1989.
Data from the past year showed a narrowing of the gap in top grades, with 24.5 percent of girls' GCSE entries receiving a grade of 7 or higher (equivalent to an A grade), compared to 19.4 percent of boys' entries. This represents a 5.1 percentage point difference.
Girls led in 40 out of 47 subjects, with boys excelling only in mathematics, statistics, physics, economics, certain other sciences, other technology subjects, and mathematics numeracy. Professor Smithers observed that, aside from these exceptions, girls' performance significantly surpasses that of boys.
"Is this because schools are less well adapted to boys' needs and are not developing their talents to the full? This should be investigated and lessons learned," he stated, adding that his calls for such an investigation have been unsuccessful. He initially attributed the disparity to a societal emphasis on gender equality and the perception of male workplace dominance.
Professor Smithers also highlighted that more female students are achieving straight 9s (the highest GCSE grade) in seven or more subjects and that a greater proportion of female students now attend university. He suggested that assessment methods and a potentially greater diligence among girls might also play a role.
However, he warned that failing to maximize boys' potential could negatively impact the nation's economic competitiveness and global standing. Last week's A-level results indicated boys outperformed girls in top grades, which Professor Smithers attributed to the absence of compulsory subjects at that level.
Professor Smithers' findings precede the release of GCSE grades for hundreds of thousands of pupils. In England, the grading scale ranges from 1 to 9, with 4 corresponding to a C grade and 7 to an A grade, while Wales and Northern Ireland maintain the older system.
In response, a Department for Education spokesperson stated that the government aims for all young people to succeed, regardless of gender or background. The department acknowledged the GCSE gap but noted that boys perform better at A-level, with variations across subjects. The spokesperson detailed ongoing reforms to Key Stage 4, including the introduction of academic and technical pathways from September 2028, to better support all pupils and build a skilled workforce. The department also committed to working with schools to ensure high-quality vocational education with adequate teachers and facilities.