“A boys’ school by conviction, Clifton provides an educational environment that is designed to facilitate learning and assist in developing young men of character who share an uncompromising belief in the power of family values.”
(Knowles D, 2021).

Furthermore, our construct supports our Mission Statement which states: “At Clifton, we encourage each boy to achieve his full potential in every area of school life. Our boys thrive on competition, celebrate participation, delight in discovery, exercise compassion, are courageous in their choices and live in humility.”

It is by unpacking these statements and carefully considering the associated qualitative and scientific research that we are able to endorse the benefits of our boys’ school construct and the significance of an holistic education.

Benefits of a boys’ school in the 21st Century

We must first acknowledge that each child is a masterpiece with unique traits and that the stereotypical gender mould may not fit every child. However, scientific evidence clearly documents the many biological gender differences that influence learning. The book “Boys and Girls Learn differently!” by M Gurian offers input on brain-based research, how boys’ and girls’ minds are different and includes work done on developmental, structural, chemical, hormonal, functional and processing differences.

In order to understand the benefits of a boys’ school environment, we need to acknowledge some very basic differences supported by neuroscientific data. Some examples: Girls tend to have superior vocabularies, are better readers and have better fine motor skills whereas boys have a better auditory memory, are better at three

dimensional reasoning, are bold in exploration and they achieve a greater abstract design ability after puberty.

Boys and girls develop at different rates, which, in a school system where chronological age determines the level of educational experience that a child will experience rather than their individual learning readiness, the benefit of a single-sex education provides part of the solution to this dilemma.

The boys’ school construct, therefore, allows for a focussed programme in terms of teaching and learning, leadership, sports, arts and service. Social pressures are reduced which promotes confidence-building. Boys become comfortable with non-traditional subjects and activities such as choir and orchestra which many may otherwise shy away from in a co-ed environment. There is more opportunity to educate boys on traditional stereotypes and move them to a more thoughtful approach. The transition from childhood to adulthood can be effectively managed together with the awkwardness of the teenage years. Other distractions such as romantic relationships and sexual activity that could lead to pregnancy and sexually transmitted diseases are reduced.

So in a boys school, he has the freedom to be himself, enjoy a focused educational plan and grow and mature at a similar rate to his peers.

“Do not train boys to learn by force and harshness, but direct them to it by what amuses their minds.”
– Plato