A major French study reveals girls begin to fall behind boys in maths within months of school entry—suggesting early cognitive divergence is shaped by environment.
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| A 3-million-child French study finds girls fall behind in maths within four months of school, pointing to classroom environment—not cognition—as the cause. Image: CH |
PARIS, France — June 12, 2025:
A groundbreaking French study involving nearly three million children has revealed that girls begin to fall behind boys in mathematics just four months after entering primary school—a disparity researchers attribute not to cognitive ability, but to environmental and pedagogical factors within the school system.
The peer-reviewed findings, published in Nature, present one of the largest and most detailed datasets ever analyzed on early academic performance. Crucially, the study controls for socioeconomic background, geography, and initial skill levels, demonstrating that boys and girls enter school performing similarly in maths. However, by the end of the first term, boys begin to outperform girls—a gap that widens steadily over the academic year.
From a scientific standpoint, the study undermines longstanding notions of innate gender differences in mathematical cognition. Instead, it supports the theory that gendered expectations and classroom dynamics can shape neural development and academic self-concept during critical early years. Cognitive science has shown that brain plasticity in early childhood is highly sensitive to environmental input—including feedback, praise, and perceived competence.
Lead researcher Clémentine Van Effenterre and her team propose that teacher bias—often unconscious—plays a pivotal role. Girls may receive less encouragement or be called on less frequently in problem-solving contexts, which over time influences their engagement and confidence. Social cues, peer dynamics, and curriculum structure may also subtly reinforce gendered assumptions about ability.
The research aligns with previous findings in cognitive psychology showing that stereotype threat—a phenomenon in which individuals underperform when reminded of negative stereotypes about their group—can impair working memory and executive function, both essential for mathematical reasoning.
The implications extend beyond France. Many countries share similar early education practices and cultural assumptions. “These findings suggest that cognitive divergence between boys and girls in maths is not biologically predetermined, but socially constructed through early educational experiences,” said Dr. Hélène Vuillet, a developmental neuroscientist unaffiliated with the study.
To address the issue, the authors advocate for systematic bias monitoring in classrooms, teacher training in inclusive pedagogy, and curriculum reforms designed to nurture mathematical confidence equally across genders. They also call for further neuroscience-informed research into how early classroom environments interact with brain development.
Ultimately, the study makes a powerful scientific case: the gender gap in maths is not hardwired—it’s wired in by the systems that shape young minds. As Van Effenterre concluded, “We’re witnessing the effects of learning environments on cognitive development. To close the gender gap, we must first rewire the classrooms.”