ABSTRACT
It is one thing to have a clear idea about the need for change in order to improve boys’ achievement. That is a large step forward. It is even better to have strategies in mind, hopefully gained from this book as well as elsewhere. However, in many schools the most demanding challenge will be to introduce such strategies effectively, not because of the intransigence of the pupils but rather the resistance to change of the staff. We are aware that in the many lectures, talks and conferences we have given all over the United Kingdom about the raising of boys’ achievement we are only beginning to scratch the surface. What happens after we leave is largely an unknown quantity, although in at least one LEA, where the lecture was received with great enthusiasm, nothing had changed a year later. The boys were still underachieving and no one had taken on the responsibility of developing the ideas any further.
