Recognise the primacy of relationship

While these principles are to be viewed holistically rather than in a hierarchy of importance, recognising the instrumental nature of the relationship between young men and their educators feels like a very good place to start. In a study including data from 442 adolescent boys, the Taking Boys Seriously (TBS) team reported that they spoke highly of educators who connected with them, listened and understood their point of view. Of teachers who challenged them, but in a supportive way.

Within this principle, and the data which underpin it, is an understanding that, contrary to stereotypical assumptions, boys are not a homogenous group. Instead, they have a breadth and depth of skills, experiences and interests which make each young man unique. In applying the first principle, an educator understands this, developing a relationship which places a young man at the centre of their learning. The relationship is one which emphasises positive working alliances and high expectations for what the young men can achieve in education. Indicators of success include young men reporting:

• a renewed sense of belonging in education;

• increased confidence about their knowledge and learning;

• educators showing an interest in them and their lives;

• feeling more comfortable seeking personal and educational support;

• perceiving learning as being essential for their future opportunities.