Tackling the Literacy Gender Gap
Chris Waugh, Head of English at Christ’s College, Christchurch, believes success in the classroom comes from grounding his department’s practices in contemporary evidence about how students – particularly boys – learn.
Nationally, boys trail girls in literacy achievement by about 30 percent – and Waugh is blunt about it. “When we talk about concerns over literacy, it’s mostly boys driving that.”
Rather than treating literacy as a side issue to be patched up with extra interventions, his English department has made reading and writing the curriculum’s core. “Everything we do is about developing literacy,’ he says. ‘We’ve stripped away distractions and made it our focus.”
Waugh recognises that many young men find English difficult because its goals often feel intangible. To address this, his department is explicit about what students are expected to master and ensures they experience regular, tangible success. “There’s good neuroscience around that, too,” Waugh points out.
“The dopamine hit from success increases resilience, perseverance and confidence.”
And it’s working. While English becomes optional in the senior years, his department retains exceptionally high enrolments. “We have seven Year 12 English classes and six in Year 13,” he says. “That’s 96 percent of year 12 students and 90 percent of Year 13 students choosing to continue with the subject.”
Some of the department’s decisions might sound counterintuitive. “It might seem like we’re make it a ‘male-friendly’ subject,” Waugh says. “But we’re just addressing what motivates these learners in an evidence-based way. Concrete goals, explicit success criteria, regular achievement moments – these work.”
Waugh is also realistic about the evolving relationship between pedagogy and neuroscience. “We’ve instinctively known for a long time that context and purpose matter, but neuroscience hasn’t always explained exactly how these things affect the brain. That’s why it’s exciting to talk with experts and see where the research takes us next.”
Instead of chasing assessment results as their primary goal, the English department positions itself as a foundation for students’ broader success, both at school and beyond.
“Students often arrive knowing strong literacy skills affect everything else they do,” says Waugh. “They want to be good at it because they know it matters, regardless of what career or vocation they choose in life.”
Interestingly, English is one of the hardest subjects to gain credits in - particularly for boys. But Waugh uses this to the department’s advantage.
“There’s kudos in succeeding at something hard. It gives status. And status matters to teenagers.”
Central to the department’s culture is the rapport between teachers and student. While strong relationships and validation are prioritised, Waugh insists on honest and realistic expectations.
“That sense of mastery is vital – especially for students who’ve struggled or who have learning differences like dyslexia,” he says. “We’re pragmatic about those challenges. We remove the stigma, but we don’t pretend the barriers don’t exit.”
Rather than relying on audio texts or avoiding difficult material, students are taught to read at a level appropriate to them, with progress measured through meaningful tasks that emphasise expression and understanding over surface correctness.
Neuroscience educator Nathan Wallis says Chris’s approach is a powerful example of balancing ‘tolerable stress’ with relational safety. “Neuroscience tells us that a certain level of challenge is good for the brain — it promotes growth and resilience — but too much can be toxic, especially if the student feels unsupported.”
“In classrooms like Chris’, teachers create that sweet spot of expectation and encouragement where boys rise to the occasion. ”
Ultimately, Waugh believes it’s about creating a space where students believe success is possible.
“We calibrate what we teach to where they’re at, and use our expertise and research-informed practice to show them they can succeed,” he says.
“We don’t tell them it’ll be easy,” Waugh adds. “We lean into the difficulty. Because that’s where the rewards live.”