Why All Boys Education?
Focusing on the specific learning needs of boys
A large study by The Australian Council for Educational Research (ACER) found boys educated in a single-sex classroom scored on average 15 to 22 percentile ranks higher than boys in coeducational settings, concluding single-sex schools are better equipped ‘to accommodate the large differences in cognitive, social and development growth rates of boys’ (ACER, 2001).
Our staff understands and undergo regular training in teaching boys. We know boys often learn at their own pace, requiring a variety of opportunities and platforms to demonstrate their knowledge and understanding in curriculum areas. Our College provides a variety of learning spaces, support programs, and academic pathways to cater to student aspirations. Our Year 12 results demonstrate our commitment to providing access and opportunity for academic achievement through various avenues.
Boys feel comfortable in non-traditional subjects and unlearn gender stereotypes
Research suggests that students in boys’ schools are more likely to explore their strengths and interests, feeling more comfortable engaging in an assortment of learning areas unrestrained by gender stereotypes (Stables, 1990). Furthermore, at all-boys schools, there are no stereotypes about what roles boys should fill as they enjoy recognition for their interests and skills rather than preconceptions of gender (James and Richards, 2003).
Our diverse co-curricular program and curriculum means our boys can show interest without inhibition, thus being able to fully engage with the community. We encourage our boys to reach for their potential and celebrate their uniqueness.
‘Brotherhood’ and Community
When boys can pursue a variety of interests, they are more likely to find more in common with others and develop strong friendships (Rubinstein, 2013). The bonds formed during school years often last a lifetime, and these strengthen through opportunities to engage positively together.
With a renewed focus on the pastoral care program and house system, we cater to the emotional and behavioural needs of each boy proactively. We provide a range of programs to develop our students’ emotional intelligence and develop strategies for working with others. Our House system provides our boys with an opportunity to engage in leadership roles and compete in a range of competitions. Our Old Collegians Association continues the strong sense of CBC community for students and involves several sporting teams and social opportunities to keep in touch with the school.
Boys thrive in environments that communicate and enforce clear boundaries consistently (James, 2007). Relationships are critical to a boy’s learning, and they thrive in an educational context in which positive, trusting relationships with teachers holding high standards are prevalent (Reichert and Hawley, 2010).
In addition to pursuing high academic achievements, we develop resilience and empathy by educating our boys in the areas of responsibility. Our Personal Responsibility Policy, complementing the broader pastoral care program, ensures all students are accountable to behavioural and academic codes of conduct espousing values of integrity, equity, and safety.
- Australian Council for Educational Research, (2001). Academic performance of students at single-sex and coeducational schools. Available: https://www.acer.org/au
- James, A (2015) Teaching the Male Brain: How Boys Think, Feel, and Learn in School. United States of America.
- Corwin James, A and Richards, H (2003). Escaping Stereotypes: educational attitudes of male alumni of single-sex and coed schools. Psychology of Men and Masculinity. 4 (1), 136-148.
- Reichert, M and Hawley, R (2010) Reaching Boys Teaching Boys: Strategies That Work – and Why. San Francisco. Jossey-Bass.
- Rubinstein, A (2013). The Making of Men: Raising boys to be happy, healthy and successful. Australia: Xou Creative.
- Stables, A (1990). Differences between pupils from mixed and single-sex schools in their enjoyment of school subjects and in their attitudes to science and to school. Educational Review. 42 (3), 221-230.