Closing the Gap: The Role of Early Intervention in Girls’ Maths Education
Mathematics is a cornerstone of modern education, critical for individual success and the growth of entire economies. Yet, gender disparities in maths achievement persist, often beginning in primary school. Research highlights that many girls make decisions about their abilities in maths at an early age, decisions shaped by confidence, stereotypes, and societal expectations. These decisions have lasting impacts, influencing academic paths and career opportunities. To address this, targeted intervention programmes for girls in primary schools are essential.
Addressing the Maths Performance Gap

At the age of 11, boys in the UK outperform girls in maths by four percentage points at the expected standard and eight percentage points at the higher standard. Importantly, this gap isn’t due to biological differences but is linked to external factors like confidence and attitudes. The underperformance of girls in maths represents a significant loss of potential talent, which not only limits personal opportunities but also reduces national productivity and economic growth.
Research by the OECD suggests that improving girls’ attitudes toward maths could significantly boost overall school performance. Girls who expressed confidence in their mathematical ability performed better than boys with similar attitudes, underscoring the importance of fostering positive beliefs about maths early on.
Building Mathematical Confidence Early
Confidence in maths starts forming in primary school, often shaped by societal stereotypes and personal experiences. Unfortunately, many girls lack this confidence, which negatively affects their performance. Without intervention, this self-doubt can discourage girls from pursuing maths-related subjects and careers.
A striking finding from the OECD report revealed that while boys generally outperformed girls in maths tests, the gap reversed when confidence was taken into account. Girls who believed they were good at maths outperformed boys with the same mindset. This demonstrates that the key barrier for many girls isn’t ability but self-belief.
Overcoming Gendered Stereotypes
From a young age, girls are exposed to stereotypes suggesting that maths is a male-dominated field. These cultural biases often discourage them from engaging fully with the subject. Alun Jones, head of the Girls’ School Association, pointed out that these stereotypes are deeply entrenched, shaped by centuries of bias. While educational institutions alone can’t eradicate this cultural conditioning, targeted efforts can minimise its impact and boost girls’ confidence in maths.
Intervention programs play a critical role in countering stereotypes. By providing positive reinforcement, showcasing role models, and offering tailored support, these programs help girls see themselves as capable mathematicians.
Creating Equal Opportunities and Shaping Futures
When girls are supported in maths, they’re more likely to excel and pursue further studies in STEM (science, technology, engineering, and mathematics) fields. This creates a more balanced gender representation in industries such as engineering, technology, and data science.
Furthermore, the decisions girls make about maths in primary school often shape their future educational and career choices. Building a positive association with maths early on not only empowers them academically but also expands their career options, breaking down barriers to success.
The Way Forward
The gender gap in maths education isn’t just an issue of fairness; it’s a challenge with profound social and economic implications. Introducing intervention programs in primary schools can help build confidence, dismantle stereotypes, and set girls on a path to long-term success in maths and beyond. By prioritising these efforts, we can unlock the potential of a generation and foster a more equitable and innovative future.
The case for action is clear: the time to inspire and empower young girls in maths is now. Let’s give them the tools they need to dream big and achieve even bigger.
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