As a teacher of pure and applied mathematics, I have had the privilege of teaching both boys and girls from a range of high schools across Jamaica. Over time, I have noticed a clear difference in how the two groups approach learning. In my experience, girls tend to be easier to teach. They are generally more focused, attentive in class, and consistent in completing their work. This focus often translates into higher academic performance, especially in challenging subjects.
Boys, on the other hand, can perform exceptionally well, but this usually happens when they are in a particular type of environment. I have seen the strongest results among boys who attend Jamaica’s traditional high schools, where the culture of discipline and academic excellence is firmly established, and where strong parental support is present. In such settings, boys are often surrounded by motivated peers, well-structured extracurricular activities, and teachers who can focus on high-level instruction without constant behavioural interruptions.
THE INFLUENCE OF SCHOOL CULTURE
In traditional high schools, systems are in place to hold students accountable and encourage them to strive for excellence. There is often an unspoken expectation that academic success is part of the school’s identity. Boys in these environments are given both the pressure and the support to stay on task, pay attention, and achieve.
In many non-traditional high schools, however, the situation can be very different. While there are always exceptional students, the general academic culture may be less rigorous. Disruptions in the classroom can be more frequent, and the expectations for academic performance may not be as high. In such environments, boys who already lack personal motivation can quickly fall behind, especially without guidance and encouragement from home.
THE ROLE OF PARENTAL SUPPORT
Parental involvement is one of the strongest predictors of academic success I have observed. Boys who know their parents are keeping track of their progress, attending school meetings, and setting clear expectations tend to take their studies more seriously. Girls also benefit from parental support, but in my experience, many girls maintain their focus and work ethic without much external pressure.
For boys, the absence of this support can be particularly damaging. Without consistent guidance from home and without a school culture that demands academic discipline, boys are at greater risk of disengaging from their education altogether.
I have personally benefited from persistent parental support. When I was in high school (and I didn’t attend a traditional high school either), I was failing miserably at Math. What did my parents do? They sent me to extra classes, and when that wasn’t working fast enough, they took me to prayer and fasting services at church. Seeing how determined my parents were, I was suddenly motivated to try harder. I passed Math and went on to study the subject at the university level. I now love Mathematics and recently published the first CAPE Pure Math Unit 2 textbook written by a Jamaican.
We cannot give up on our boys!
ENVIRONMENTAL AND SOCIAL PRESSURES
Theories in education support the idea that the environment has a major impact on learning. Thinkers such as John Dewey and Lev Vygotsky have emphasised the role of social and cultural context in shaping educational outcomes.
In Jamaica, many boys from non-traditional schools face challenging environments outside the classroom. In some communities, poverty, unemployment, and exposure to crime create pressures that can pull students away from their studies. Without strong school structures or parental involvement, these boys may be drawn into gangs, gun violence, or other activities that place them at risk.
RECOMMENDATIONS TO THE MINISTRY OF EDUCATION
To improve performance among boys, particularly those from non-traditional high schools, and to reduce their exposure to negative social influences, I recommend the following:
- Strengthen Academic Cultures in All Schools
Invest in leadership development for teachers, mentorship programmes for students, and partnerships with high-performing schools to help build a stronger culture of discipline and academic focus. - Enhance Parental Engagement
Implement community-based programmes that train and encourage parents to actively support their children’s education, with practical strategies for monitoring and guiding schoolwork. - Provide Positive Role Models for Boys
Create mentorship initiatives that connect boys with successful male figures in various fields, showing them that academic achievement can lead to meaningful opportunities. - Tackle Socioeconomic Barriers
Collaborate with social services to provide support for at-risk students, such as after-school programmes, tutoring, counselling, and vocational skills training. - Ensure Consistent Discipline Standards
Maintain clear behavioural expectations in all schools to create classroom environments where both boys and girls can learn without disruption.
CONCLUSION
My years of teaching have shown me that girls in Jamaica tend to remain more focused and easier to teach, even when challenges arise. Boys, on the other hand, thrive best when they are in environments that demand discipline, foster academic pride, and are supported by active parental involvement. Without these supports, boys in non-traditional schools face significant risks, not only of underperforming academically but also of being drawn into destructive social patterns.
If we want to close this gap, the Ministry of Education must address these environmental and cultural factors head-on, ensuring that all boys, regardless of the school they attend, have the opportunity to succeed and contribute positively to the Jamaican society.
Garth Reid is a pure and applied math teacher at a traditional high school in Jamaica. He went from being a math failure at the non-traditional high school he attended to being a math prodigy with his parents’ intervention. He recently authored the textbook, “Caribbean Advanced Proficiency Level Pure Mathematics Unit 2.”