A new national report by Dr Alex Blower, Founder of Boys’ Impact and Research Fellow at Arts University Bournemouth (AUB), was launched in Parliament on Tuesday, 3 February.
Co-authored by Senior Research Fellow for Boys’ Impact, Dr Jon Rainford, Dignity, Respect, and Meaningful Engagement with Boys in the Classroom is the latest publication in an ongoing series exploring the experiences of boys and young men eligible for Free School Meals (FSM) within our education system.
Based on survey responses from over 400 educators and focus group discussions with 40 young men aged 12–16, the report examines a foundational element of educational practice: the quality of relationships that shape learning.
Attainment gaps for boys eligible for FSM remain stark. Nationally, only 24% achieve a grade 9–5 in GCSE English and Maths compared with 43% of their peers.
Alex, said, “Step by step, inch by inch, we’re gaining traction—offering a more equitable lens by which to understand the challenges facing working-class boys and young men in education. It’s never easy or simple, but we’re moving forward, building on the voices of those who feel marginalisation most acutely.”
Tom Hayes MP for Bournemouth West, who attended the event, added, “As a free school meals kid living in council housing, I know what it’s like to grow up as a working-class boy.
“We need work like Alex’s to understand inequality, listen to young boys, and support more schools around the country to create stronger cultures of respect, dignity, and belonging.”
The report highlights three central insights:
A disconnect between teacher perceptions and young men’s experiences
While 90% of teachers believe they create environments grounded in dignity and respect, young men frequently describe respect as inconsistent, compliance‑driven, and transactional.
Misaligned definitions of respect
Many educators equate respect with rule‑following; students emphasise empathy, fairness, and relational authenticity as the real markers of respect.
Boys don’t always feel listened to
Although teachers report strong active‑listening practice, young men often experience interactions as tokenistic or focused narrowly on academic performance, rather than their broader lives, identities and pressures.
Recommendations
The report sets out a series of recommendations for educators, school leaders and policymakers. Below is a summary of the central actions.
For Educators
- Take deliberate steps to understand how boys experience learning and classroom relationships.
- Recognise the impact of day‑to‑day actions, including non‑verbal cues, on students’ sense of dignity and mutual respect.
- Prioritise meaningful connections that build the trust needed for young men to engage positively, even in moments of challenge.
For School Leaders
- Establish a shared definition of “dignity” and “respect” in your institution.
- Reflect on whether respect is something cultivated or merely expected.
- Communicate a clear institutional commitment to dignity and respect, aligned with evidence‑based relational principles.
For Policymakers
- Ensure educators have the time and space within curriculum structures to build meaningful relationships with students.
- Make the needs and experiences of working‑class boys visible within upcoming policy instruments, including the forthcoming Education White Paper.
Alex, adds, “These findings underline the importance of cultivating educational cultures that echo the Taking Boys Seriously relational principles: communicating to boys that they are inherently valuable and worthwhile, irrespective of their academic ability.”
“When boys feel respected, they feel seen. When they feel seen, they engage. This report does not suggest a lack of commitment among educators. Instead, it highlights the structural and cultural conditions that must be strengthened if we are to foster belonging, counteract alienation, and build classrooms where working-class boys and young men are afforded the opportunity to thrive.”
The full report can be seen here.
