Building Agency Among Classroom and Co-Curricular Teachers to Support Boys’ Well-Being

What effective strategies can classroom and co-curricular teachers use to optimize boys’ academic and social-emotional well-being? Professor Andrew Martin at the University of New South Wales, Australia will focus on this question as he conducts the latest IBSC global research project.

The research will identify strategies for professional practice and resources to support teachers, co-curricular leaders, and schools to enhance and sustain boys’ academic and social-emotional well-being. Academic well-being measures will include boys’ academic motivation, engagement, buoyancy/resilience, and flow. Social-emotional well-being measures will include boys’ self-esteem, flourishing, interpersonal relationships, and good mental health.

Beginning in 2024, the project will span 18-24 months and comprise three studies. Study 1 will survey boys aged 11+ years to identify the classroom and co-curricular teaching practices associated with boys’ academic and social-emotional well-being. Study 2 will survey classroom and co-curricular teachers to gather information on the practices they find effective for optimizing boys’ development and well-being. Study 3 will survey school leaders to garner their perspectives on whole-school approaches to enhancing the well-being of boys.

Participating schools will receive individualized school reports on the student findings for their school compared to study-wide averages, along with practical strategies for how classroom and co-curricular teachers can boost boys’ academic and social-emotional well-being.

In addition to school reports, the project will lead to a strategy resource document for IBSC to share with all member schools, contributions to the Compass and IBSC conferences, and peer-reviewed scholarly outputs.

Watch for your school’s invitation to participate in this exceptional research project early in 2024!

Andrew MartinAndrew Martin

Andrew Martin is scientia professor, professor of educational psychology, and chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia. He specializes in student motivation, engagement, and achievement—including a focus on boys in these areas. Honorary research fellow in the Department of Education at the University of Oxford, he is also fellow of the American Psychological Association, American Educational Research Association, Academy of the Social Sciences in Australia, and Australian College of Educational and Developmental Psychologists. Martin ranks in the top five in the latest five-yearly international rankings of the most published educational psychologists, top 10 on Google Scholar in the educational psychology category, and top 25 out of 85,000+ authors indexed in education globally for Scopus-based citations. A consulting editor for Psychological Review and Educational Psychologist, he serves on numerous international editorial boards. Martin has led and co-led numerous national and international government and nongovernment educational research tenders and consultancies.

To access his publications, visit