Abstract
Girls are outperforming boys in public examinations. However, this does not apply to “all boys” and “all girls”, nor is it true of every subject. This paper questions the claims made based upon the statistical evidence and goes on to look at social, individual and school factors that may contribute to observed gender differences in school attainment. It is from the research that hopefully an evidence‐based view can be adopted to inform the role of the educational psychologist.
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