Chapter 2: Enabling children, girls and women to live their lives to the fullest

For all stages across education, females outperform boys. 'School readiness' is a term used to describe how ready children are socially, physically and intellectually to start formal schooling in the UK.
(Nursery Resources (2019). School readiness - a definition and how early years key workers can help)

More girls have achieved a good level of development by the end of Reception year compared to boys. Gateshead's figures are similar to England's. 

By the time children reach 16 years of age, 'Attainment 8' score is used to compare differences across population groups and across areas. Attainment 8 measures pupils' results in eight GCSE-level qualifications.
(Department for Education. (2022). Education, skills and training)

In Gateshead, girls have outperformed boys in their GCSE results, achieving scores that were on average 5% higher than boys over the past three years. 

This is the same pattern for England; where for every ethnic group, girls had higher average score than boys.

On average in Gateshead, girls and boys are just as likely to have the same level of authorised absences (2020/21). The percentage of 'persistent absences' is also the same for girls and boys, whether they have been persistently absent for 50% of the time (1.2%) or 10% of the time (13%).
(Department for Education. (2022) Pupil absence in schools in England: 2020 to 2021)

However, when we look at the reasons why young people are absent from schools, gender differences start to be seen. Boys are twice as likely to be excluded compared with girls, mirroring national trends. Girls are more likely to be absent from school due to illness or religious reasons. 
(Department for Education. (2022) Pupil absence in schools in England: 2020 to 2021)

Periods are one of the main 'illness' absences, where 49% of girls have missed an entire day of school because of their periods. Also, 59% of girls have made up a lie or have given an alternative excuse rather than tell their school that they have period pain. This is because they are too embarrassed. Poor knowledge and management of menstruation can impact on girls' school attendance and academic performance. It's important that our schools and colleges talk about periods with both boys and girls and that policies clearly explain the impact and what adjustments can be made for girls.
(Plan International. (2017). Almost half of girls aged 14-21 are embarrassed by their periods.)

Between July to September 2022, there has been an increase in young people (14-25 years) who are not in education, employment or training (NEET) across England, with the total estimated to be 724,000. There are more males than females who are classed as NEET, however, the recent increase was entirely affected by women, where an increase of 14,000 was seen.
ONS. (2022). Young people not in education, employment or training (NEET), UK: November 2022)

Local data suggests that the percentage of females aged 16 to 24 in the North East of England who are NEET has reduced from 10% in 2020 to 9.1% in 2021. This is a decrease of 25,517 females. The number of males who are NEET has also decreased, from 13.5% in 2020 to 11.8% in 2021. This is a reduction of 56,695 males.
(Department for Education. (2021) Education and training statistics for the UK: 2021 - NEET and NET estimates from the LFS for 16-24 year old Male and Females)

For Gateshead, in 2020, 7.3% of 16-17-year-old boys aren't in employment or training compared to just 4.3% of girls.
(Office for Health Improvement and Disparities. (2023) Public health profiles)

When we look at the latest data (July-September 2021) for young people accepting an apprenticeship in Gateshead, males (59%) are more likely to be taking up these opportunities than females (41%).
(Department for Education. (2021/22) Apprenticeships and traineeships - Interactive data visualisation tool)

It's interesting to see that for each academic milestone, girls are proven to outperform boys. However, this academic achievement isn't converted into high employment rates and high employment wages for women. Chapter 3: Create fair employment and work for all looks into fair employment and the reasons why this may be the case.