University of Liverpool Study Challenges Gender Gap in Primary School Writing and Shapes New Teacher Training in Liverpool

University of Liverpool Study Challenges Gender Gap in Primary School Writing and Shapes New Teacher Training in Liverpool

(IN BRIEF) The Good Writing, Gender and ‘the Gap’ project, a collaborative study by the University of Liverpool and Liverpool John Moores University, challenges the assumption that girls outperform boys in primary school writing. Analyzing the writing of over 120 Year 5 and Year 6 students in the Liverpool City Region, the research found that while girls may excel in spelling, the overall quality of writing—such as grammar and readability—was similar between genders. The study also highlighted how stereotypes about gender and writing performance affect perceptions. The findings have been incorporated into new teacher training programs, aimed at helping educators reassess how they approach writing and gender in the classroom. Beginning in January 2025, these findings will also inform professional development training, involving around 600 students to assess the impact on their perceptions of writing.

(PRESS RELEASE) LIVERPOOL, 27-Jan-2025 — /EuropaWire/ — A collaborative study examining children’s writing, which challenges the prevalent notion of a gender gap in primary school writing performance, will soon be incorporated into teacher training programs across Liverpool.

The research project, titled Good Writing, Gender and ‘the Gap’, is a joint effort between the University of Liverpool and Liverpool John Moores University. It highlights the importance of reaching a shared understanding among educators about what defines “good” writing by children. Despite long-standing concerns, dating back to the 1990s, that girls outperform boys in writing attainment—a subject of numerous government reports—this study, which analyzed the writing habits of over 120 Year 5 and Year 6 children in schools across the Liverpool City Region, offers a fresh perspective.

The findings suggest that while there are some differences in the writing of boys and girls, these do not indicate that boys are necessarily underperforming compared to girls. For example, although girls tend to score better in spelling, the overall quality of writing, including readability and the use of key grammatical structures, was found to be comparable between the genders.

Through a series of teacher and education professional focus groups, the research also uncovered that the stereotype of girls being superior writers is strongly tied to pre-existing assumptions—such as the belief that boys are less imaginative. The study advocates for a more comprehensive approach to evaluating writing, taking into account all aspects of written work when assessing both boys and girls.

The research’s outcomes and recommendations were implemented in 2022 by School Improvement Liverpool (SIL), leading to revisions in the Liverpool Writing Quality Mark’s self-assessment criteria for schools.

As of January 2025, these findings will also form the basis of new teacher training initiatives for primary school educators. The University of Liverpool researchers, alongside SIL representatives, will collaborate with local teachers during their continuing professional development (CPD) sessions to reassess how writing and gender are approached in primary school education. Additionally, the researchers will run focus groups, surveys, and writing assessments within schools to evaluate how these changes affect students’ perceptions of writing ability. Around 600 primary school students from the Liverpool City Region will participate in this aspect of the research.

Dr. Victorina Gonzalez-Diaz, a Reader in English Language at the University of Liverpool and a lead investigator on the project, noted, “Writing outcomes for primary-age children in the Liverpool City Region are some of the lowest nationally, so it’s incredibly rewarding to see our findings being used as a resource by local policymakers.” She added, “We’re eager to expand our CPD training in partnership with SIL, ensuring that more teachers are equipped to tackle the writing challenges they encounter in their classrooms.”

Alaine Sanders from SIL expressed enthusiasm about the collaboration: “We’re excited to work with the universities and teachers across the city to positively impact our students’ writing skills. As a research-driven organization, we’re proud to be leading this significant work.”

This research is part of the broader Writing Over Time Project, a collaborative effort between the University of Liverpool and Liverpool John Moores University that investigates whether the writing produced by schoolchildren in Merseyside has changed since the introduction of the National Curriculum in the 1980s.

For more details on the Writing Over Time project, visit: Writing Over Time.

Media contacts:

Joanne Carr
Deputy Director of Communications and Public Affairs
T: +44 (0)7825 434900
E: jocarr@liverpool.ac.uk

SOURCE: University of Liverpool