The Benefits of an All-Boys’ School

By Mr Chris Stearn, Head of House, Groom Boarding

It would be wrong to argue that there is a best, one-size-fits-all educational environment. It is therefore important that the educational landscape allows parents and students to make choices.

And it seems that, just like Apple versus Android, this is a debate which has been discussed for decades and will almost certainly continue for decades to come.

In the modern world, we strive for equality, but we must ensure we provide equity in the early years of any student’s life. Equity, or fairness, means that we must recognise the differing needs of each student and provide various strategies to facilitate their learning. One of the most significant factors of difference in young students is gender. In all-boys’ schools, learning approaches which enhance student learning outcomes can more easily be incorporated; boys, for example, often prefer hands-on activities. Teachers can consequently tailor lessons for the benefit of their audience in an all-boys’ setting. It has been shown that boys in single-sex classrooms perform significantly higher than in coeducational institutions.

Furthermore, whilst the picture often painted of all-boys’ schools is one in which gender stereotypes are reinforced, in the schools which drive a healthy culture, there will be opportunities to participate in activities which may traditionally be seen as feminine without fear of social castigation. Rather than being a narrow realm of male chauvinism, they are havens for diverse learning which are not inhibited by stereotypes. They are also far more likely to become involved in a wider range of cocurricular activities.

This is not to say that the traditional realms of sports in all-boys’ schools are waning. These continue to be a significant part of most all-boys’ schools and remaining single-sex often allows for greater specialisation due to the viability of numbers participating. A larger number of teams also allows boys to experience the notion of hierarchy, with team selection being a significant topic of discussion (and drive) for many naturally competitive boys. Greater numbers allow greater strength for the A teams, and although this might sound like something of a dog-eat-dog world, it allows boys to be playing sport with a greater number of others of a similar standard, whatever their individual standard might be.

Whilst all-boys’ schools are rapidly trying to lose some of the stereotypical perceptions people have of them, the development of mateship and camaraderie is a tradition that must be celebrated. Without the stressful distractions and pressures of potential romantic relationships, boys are allowed to grow in confidence and inevitably develop extremely strong bonds of friendship with their peers. This fosters bonds that often last a lifetime, having developed through their shared journey through adolescence. It would be remiss of me to refrain from discussing the incorrect notion that boys at all-boys’ schools have no interaction with girls. Almost all such schools will have close links with a girls’ school with similar values – often populated with a number of sisters of the boys. Social events (in non-COVID times) and co-curricular interactions are normally regular. Nor would it be wise to avoid the notion that limited interaction with girls creates young men with a warped sense of reality. Any modern all-boys’ school with a view to preparing boys for the world beyond will be driving principles of respect and gratitude towards females in society for mutual benefit.

There are some wonderful all-boys’ schools across Australia, but there are also many wonderful all-girls’ and co-educational schools. As with the decision to buy Apple or to buy IBM, it often depends on the particular software required and which operating system supports this best. The school market is healthier with choices; it allows each family to make informed decisions for their children.