The research, which tracked students from Grade 1 to Grade 12, found that while boys and girls start school at nearly equal rates, by Grade 12, approximately 100 000 more girls are enrolled than boys.

One of the standout findings is the higher rate of Grade 1 repetition among boys, particularly those starting school at the minimum age. This early academic setback is a key factor contributing to their struggles later on. Furthermore, the study highlighted significant gender differences in how students transition from learning in their home language to English. While both boys and girls face challenges, boys consistently perform worse in English, even when they have the same proficiency in their home language.

Servaas van der Berg, Head of the Research on Socio-Economic Policy unit at Stellenbosch University, explained that these differences may be linked to the social and emotional learning experiences of boys and girls, but more research is needed to understand the full scope of the issue. He also noted that while boys are more likely to fall behind, interventions tailored to their needs are crucial to support their academic progress.

As the country continues to address educational challenges, Van der Berg’s research suggests that a more gradual transition to English and additional support for boys could help bridge the academic gap between genders.

--ChannelAfrica--