Making the grade but feeling distressed: gender differences in academic performance and internal distress

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Gender

Implications

In completing this digest the author began to ask the following questions about implications for schools:

does the school marking policy take account of girls' sensitivity to criticism. For example, do girls receive specific information to help them improve their work? Can teachers, therefore, encourage girls to assess their own and others' work, as recommended in current research in Assessment for Learning. Can boys, also, be helped to respond to constructive feedback?
what steps do we need to take when focusing on the learning and emotional needs of boys or girls to ensure that we address the consequences of such a focus on the other gender?
does the school system of rewards and sanctions meet the needs of both boys and girls? Children's self-esteem and belief in their abilities in those subjects where they perform badly needs to be built up;
does the school's personal and social educational programme adequately focus on girls' and boys' mental distress, for example by tackling motivation, attitudes to work and independent learning?
does the school pastoral system provide support for students who have difficulty coping with stress? Is there accessible and expert support for behaviour and anger management, particularly for boys? And for anxiety and depression, particularly for girls? and
do teachers in your school or department encourage girls and boys to talk about their feelings so that they do not internalise emotions. Regular single-sex group counselling could be introduced into schools. Are there professional development implications for teachers arising from this research?

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Gender > Making the grade but feeling distressed: gender differences in academic performance and internal disThuNov270956532003 > Implications
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers aim to do? What did the research find? Why do girls suffer more stress than boys but perform better at school? How was the research designed? What do the researcher's conclude about how we should respond to children's stress? Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Making the grade but feeling distressed: gender differences in academic performance and internal distress This digest found in Gender Send to a friend Word doc 110KB Printer friendly Collate for later Implications In completing this digest the author began to ask the following questions about implications for schools: does the school marking policy take account of girls' sensitivity to criticism. For example, do girls receive specific information to help them improve their work? Can teachers, therefore, encourage girls to assess their own and others' work, as recommended in current research in Assessment for Learning. Can boys, also, be helped to respond to constructive feedback? what steps do we need to take when focusing on the learning and emotional needs of boys or girls to ensure that we address the consequences of such a focus on the other gender? does the school system of rewards and sanctions meet the needs of both boys and girls? Children's self-esteem and belief in their abilities in those subjects where they perform badly needs to be built up; does the school's personal and social educational programme adequately focus on girls' and boys' mental distress, for example by tackling motivation, attitudes to work and independent learning? does the school pastoral system provide support for students who have difficulty coping with stress? Is there accessible and expert support for behaviour and anger management, particularly for boys? And for anxiety and depression, particularly for girls? and do teachers in your school or department encourage girls and boys to talk about their feelings so that they do not internalise emotions. Regular single-sex group counselling could be introduced into schools. Are there professional development implications for teachers arising from this research?