Boys, Brains and Big Energy: Why Sitting Still Is Not the Answer

At Woden Valley Early Learning Centre, we’ve seen it time and time again: a child’s spark dimming the moment they’re told to sit still, be quiet, and stay within the lines. More often than not, that child is a boy.

There’s growing concern across schools and early learning environments about the rise in behavioural challenges among young boys. Suspension rates are increasing, and many are being referred for behavioural assessments or prescribed medication — not always because they have a developmental disorder, but because they don't fit the rigid expectations of conventional classrooms. So the question we must ask is: are we designing environments that allow boys to thrive? Or are we forcing them to fail?

The Problem: A Mismatch Between Brain and Desk

Neuroscience tells us that boys’ brains typically develop differently to girls’. Research from Gurian & Stevens (2005) and others has highlighted that in early childhood, boys often have less serotonin and oxytocin — chemicals that promote impulse control and calm. They also mature later in areas of the brain linked to language and emotional regulation. This doesn’t mean boys are less capable; it means they often need different kinds of learning environments in the early years.

Yet, despite this, many schools still expect young boys to sit at desks for long periods, engage in quiet, verbal instruction, and regulate their energy — all before their brains are developmentally ready for such demands.

Risky Play and Movement: A Biological Need, Not a Behaviour Problem

Young boys often learn through movement, risk, and hands-on exploration. Climbing, jumping, building, rough-and-tumble play — these are not distractions from learning; they are the learning. Risky play teaches boys (and all children) how to problem solve, assess danger, build resilience, and regulate their emotions.

A study by Brussoni et al. (2015) found that children who engage in outdoor risky play tend to be more physically active, have better social skills, and show fewer signs of anxiety. Physical play also promotes executive functioning — the very skills we expect in the classroom, like attention, memory, and self-control.

The Consequences: Pathologising Normal Development

The issue isn’t that boys are “too energetic” or “too disruptive.” It’s that we’re asking them to thrive in an environment that often goes against their biological wiring. Instead of adapting the environment to meet the child, we try to medicate, suspend, or label the child.

According to the Australian Institute of Health and Welfare (2023), boys are disproportionately overrepresented in suspension data and ADHD medication rates. This doesn’t always reflect clinical need — it reflects a mismatch between expectation and support.

A Different Way Forward

At Woden Valley ELC, we approach learning differently. We believe in big body movement, outdoor exploration, and nature-based learning. We see first-hand how boys who struggle in traditional settings come alive when given space to move, climb, build, and take risks — safely, purposefully, and with supportive adults nearby.

We’re not afraid of mud, scraped knees, or climbing trees. We know that a child who learns to assess risk in play will better manage risk in life. And we know that allowing boys to be boys — rather than punishing them for it — leads to better social, emotional, and academic outcomes.

Let’s Rethink the Box

What if instead of forcing children to sit still, we reimagined classrooms to include more movement, more challenge, and more agency? What if instead of suspending children who don’t fit the mould, we redesigned the mould?

It’s time we stop asking, “What’s wrong with her/him?” and start asking, “What does she/he need?”

Let’s build a system that honours difference, nurtures potential, and gives every child — boy or girl — the space to grow, learn, and thrive.

References:

• Brussoni, M., Gibbons, R., Gray, C., Ishikawa, T., & Hansen Sandseter, E. B. (2015). What is the relationship between risky outdoor play and health in children? A systematic review. International Journal of Environmental Research and Public Health, 12(6), 6423–6454.

• Gurian, M., & Stevens, K. (2005). The Minds of Boys: Saving Our Sons from Falling Behind in School and Life. Jossey-Bass.

• Australian Institute of Health and Welfare (AIHW). (2023). Youth justice in Australia 2021–22. Canberra: AIHW.

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