For the 38th consecutive year, girls are projected to outperform boys in overall GCSE results, continuing a long-standing trend in academic achievement. When grades are released this Thursday, data indicate that girls will maintain their lead across the majority of subjects, with boys expected to outperform only in certain math-based areas.

Alan Smithers, professor of education at the University of Buckingham and director of the Centre for Education and Employment Research, highlighted the persistence of this gender gap, suggesting that the differences may be partly inherent. “Could it be that both girls’ overall lead and boys’ affinity for quantitative subjects are inherent?” he said, reflecting on the consistency of the results over decades.

In 2025, nearly 24.5% of girls’ GCSE entries were awarded at least a grade 7 (equivalent to an A under the previous grading system), compared with 19.4% of boys’ entries—a gap of 5.1 percentage points. Girls outperformed boys in 40 of the 47 examined subjects, with boys leading only in mathematics, statistics, physics, economics, other sciences, other technology, and mathematics numeracy. Professor Smithers described these as predominantly “quantitative” subjects, where boys have traditionally shown stronger performance.

Despite boys’ relative advantage in these areas, the professor raised concerns about whether schools are fully addressing boys’ educational needs. He suggested that the current educational environment might not be optimized to develop the talents of half of the student population and called for a government-led investigation into the issue. “Schools may be less well adapted to boys’ needs and are not developing their talents to the full,” he said. He noted that previous calls for such a review had been met with complacency, perhaps as a result of prevailing perceptions that men have historically succeeded in education and beyond.

Professor Smithers also pointed out that girls tend to achieve more top grades, including straight grade 9s in multiple subjects, and that a higher proportion of female students go on to attend university compared to males. While some of these differences could stem from assessment methods or behavioral factors—such as girls being more aware of the value of education and applying themselves more diligently—the professor warned of potential broader implications.

If the talents of boys are not adequately nurtured, he cautioned, it could have long-term effects on the country’s economic competitiveness and its global standing. The Department for Education has been approached for comment on these findings and the ongoing gender disparities in academic achievement.