Pinkett’s Damascene moment came a few years into his teaching career while discussing a poem with a female colleague. As an English teacher and a feminist, I like to think that I’m quite attuned to the ways in which language reveals certain social assumptions. Teachers who tell off boys publicly and by constantly referring to the troublemakers by name – Jack, stop that messing about. Whilst listening to Hadley Stewart’s contribution, I was surprised to learn how recently Section 28 (a law which effectively prevented teachers talking about homosexuality, even in cases of bullying) was still a feature in schools (2000 in Scotland, 2003 in the rest of the UK).

What is new for teachers thinking about more able and talented provision is the urgency with which we are persuaded to be gender-blind in our judgements, which should make our assessments of need and ability more responsive.

There are no quick fixes here, as the societal issues are widespread, entrenched and entangled, but perhaps the most useful ‘pick up and play’ chapters are Chapter 5 on teacher expectations and Chapter 7 “In the Classroom”.

Exploring gender differences in education forms akey part of the specification Iteach in ALevel Sociology, in particular looking at explanations for gender differences in attainment. Teachers commonly believe – with good reason, perhaps – that boys like lessons involving competition, physical activity and topics that are relevant to their own lives, among others. Teaching only highly relevant content also reinforces low expectations of what boys can and need to learn. I’d recommend this book to anyone with an interest in education or improving the lives of children and young people. And it’s that realisation that can free pupils from stereotypes, and give them the chance to do what everyone wants, which is truly fulfil their potential.

The seating plan section made me laugh… creating a seating plan really should feature on teacher education courses! Chapter 8: Violence– Some really thought-provoking questions asked as part of a suggested approach for dealing with violence in schools: Explanation – Reflection – Expression (E-R-E).

As Roberts and Pinkett make clear throughout Boys Don’t Try, high expectations are far more useful to build student self-esteem.Yet, clearly I was guilty of the becoming a ‘cultural accomplice’, merely reinforcing the idea that they, as disadvantaged boys, were natural ‘troublemakers’, certainly not analytical thinkers or, god-forbid, the kind of students who might actually like poetry. Rethinking Masculinity in Schools was born out of a response to the snake-oil solutions to raising male achievement that proliferate much of the discourse around boys and their relative academic underachievement in comparison to girls. I can’t say that I’ve managed a walk every single day but I’m definitely walking more now than I was before I started this. They’re feeling the effects of it, but they’re not seeing the steps being taken that would begin to eradicate it.

A must-read for all black aspiring school leaders and anyone in a position to support their ambition, says Jess.

Pinkett concludes with case studies of how to deal well with incidents of sexism or degrading language, such as students using the word “rape” or “paedo” in class. Limiting boys’ exposure also has the clear knock-on effect of preventing boys from building cultural capital and promoting dominant ideas about masculinity. There’s also this anti-school mindset fuelled by stereotypical masculinity – like the stereotype that schoolwork is something girls ‘naturally’ do best,” he says.