Busy, Curious & Capable: Meeting the Unique Needs of Boys in Early Learning

Boys, particularly African American students, are having increased conflicts with their teachers in early childhood and elementary settings. Research has demonstrated increased conflict progress throughout the school year regardless of the teacher’s ethnicity. Teachers struggle with children of all genders who are less self-regulated, less attentive, and more hostile in their reactions. Currently, boys experience a relationship disadvantage in the early childhood years. The attunement and attachment required for belonging and learning are often mixed or missed. Boys learn differently than conventional education provides in most settings. To support the interest, needs, and development of boys, adjusting and modifying our teaching behaviors, attitudes, and beliefs about boys can support them in their educational experience.