Alistair Strathern

I beg to move, That this House has considered educational outcomes for disadvantaged boys and young men.  It is a pleasure as always to serve under your chairship, Sir John. I am pleased to have secured a debate on this important topic today. Last week, I had the pleasure of joining some truly inspiring parliamentary colleagues to launch the Labour group for men and boys. The group is based on one simple premise: for too long, the Labour party—and progressives more widely—have not been confident enough to speak directly about some of the specific challenges faced by men and boys growing up in Britain today, and it is time to put that right. The Labour party is rightly proud of its deep traditions in championing equalities causes, and has made great progress in everything from the barriers women have faced in the workplace to accessing the right and appropriate healthcare—and there is far more to do on both of those. However, at times, that agenda has led to a shyness on our part about being equally confident in speaking up about some of the challenges that men and boys—and particularly disadvantaged men and boys—can face throughout this country. That is simply wrong-headed. It not only does a deep disservice to the men and boys across Britain who are held back by some of those barriers, but leaves the field open to far more toxic voices that seek to pit women’s equality and male advancement in opposition to each other, rather than recognising that they are two sides of the same coin and are deeply progressive causes that, together, any progressive should be comfortable championing. Within all that, the topic for today’s debate, the achievement of young men—and particularly disadvantaged young men—in education settings across the country, is an important cause. The statistics could not be more stark: the Centre for Social Justice highlighted that across early years settings, when we look at the Government’s target of readiness for school, boys constitute the entirety of the gap to where we would like to be based on their progress. At GCSE level, men achieve on average half a grade lower than their female counterparts, while at A-level, across their best three grades, men will again often achieve a grade and a half lower on average.