In the lead up to the 2026 ISNZ conference we hear from Jo Robertson who will be focusing on presenting an evidence-based understanding of the boys turning up in the classroom.
What developmentally responsive approaches do you believe support boys’ wellbeing and future pathway?
We need to start with what boys need at each stage, not what we assume they need, but lean on the evidence of what they are navigating at each stage. Younger boys need secure attachment, emotional vocabulary and protection from harm. This looks like naming their feelings, teaching them some coping skills, giving them affection and affirmation, and keeping them off devices or out of unsafe spaces. That's non-negotiable groundwork. As they hit the tween/teen years, they need to build resilience and responsibility. They need to participate in caretaking of younger people, to do chores without payment, and they need to fail or make mistakes to grow humility. Sport or movement matters here too, but not because of the competition, it’s because boys process their emotions somatically, through their body. Through all of their development, at every season of their life, they need adults showing empathy in relationships and men who show them emotional openness and verbal communication is strength.
What do you mean by ‘a post-truth era’?
Traditional sources of information or advice (legacy media, academics, peer reviewed research, wise adults) are now perceived by many as “optional” or “one of many” sources of guidance on how to navigate life. We have also spent the last decade exploring the idea of subjective truth, that two things can be true at the same time or that we believe what’s true based on our lens or experience. This is not all bad, I think it has led to greater empathy and curiosity in many cases. However, where it has created disruption, or at worst - chaos, is in our young people’s confusion about what’s right to do, or what’s ethical.
How can school leaders best support boys as they progress through their learning journey?
Young people’s learning journey hinges on their wellbeing - how they feel at home, amongst their peers, and how they feel about themselves. If they are experiencing trauma, significant stress, low self-esteem, low mood etc then they are likely to struggle in the classroom and particularly struggle to retain information. So having a strong wellbeing focus in the school, having school values that encouraging empathy, and potentially even having texts or pieces of the curriculum highlighting male vulnerability and resilience would be so beneficial. Given our teen male suicide rates, anything we can do inside and outside the classroom is worth trying! Learning challenges like Autism, ADHD, Dyslexia etc are also most likely to be noticed in the classroom, if teachers can prompt assessments or signal to parents that further investigation might be needed this will be hugely beneficial for that young person in every area of their life. A child struggling because of ADHD in the classroom, as one example, is also likely to be struggling in their relationships, in their decision making, and in self-belief.
Where has all the evidence come from for your presentation?
The data assessing boys outcomes come from mostly government sources – MOJ, MOE, MOH, NZ Drug Foundation and the NZ police. The international sources are from a range of national bodies and academic thinkers - the OECD Gender Dashboard, the National Bureau of Economic Research, Our Watch, Richard Reeves, and Scott Galloway, just to name a few.
Jo Robertson is a therapist with a Master of Science in Medicine, specialising in sexuality, relationships, and youth culture. With over 15 years’ experience in health, education, and counselling, she now works in online‑safety advocacy. Jo has delivered a TEDx talk, created the Tricky Chats parenting course, and is a mother of three boys.
