About Gender Patterns
Some educators are curious about the fact that boys and girls will achieve and behave different, and want to address these differences: Why do boys underperform relative to girls at GCSE and A-Level? Why is it that girls are more likely to report lower wellbeing through adolescence? Why are boys many times more likely to be suspended or excluded, and what are the sources of misogynistic behaviour in schools?
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Gender Patterns helps educators make impactful interventions based on data that is bespoke to their school. We work with schools to understand how being a boy or a girl is unique within that school community. Crucially, we don't arrive with answers from a textbook or trend, but listen to pupil voice to learn about school cultures.
About me
I have worked in schools for nearly 20 years, initially as a science teacher, then as a pastoral leader and more recently with Early Career Teachers. About 6 years ago I became increasingly interested in the differences in achievement, wellbeing and behaviour between the boys and girls in my school and began my PhD on the constructions and performance of gender in schools. It examines formal and informal cultures in schools, and helped me appreciate more about the role schools play in dictating to pupils what it is to be a boy or a girl. I have a blog which I infrequently post on.
