In order to build a more equal society for women and girls, we must pay attention to the development of boys, former prison governor Sue Brookes told Tes Scotland.

“Ultimately, they end up more likely to be excluded from school, more likely to exhibit violent behaviour and more likely to be the victims of violence themselves, and 8,000 of them are in prison,” she said. “As a society, we should be thinking about that. Many of the things I see [heads] doing in response to adverse childhood circumstances will also address the issues for boys, but I still don’t think we really understand sometimes how they respond and what might be slightly different for them.”

Brookes acknowledged that the emphasis on achieving equality in education for girls, and the push to increase the number active in Stem (science, technology, engineering and maths) subjects, were, of course, right. But she stressed that male pupils also needed support - Scottish government figures show that 60 per cent of pupils with additional support needs are boys.

Schools and teachers should be asking why boys are more likely to be excluded, be violent, end up in prison and commit suicide, Brookes said. She suggested that these things might be linked to developmental difficulties in their early years, as well as the literacy problems many encounter upon starting school.

Instead of focusing on academic attainment, the first year of secondary should be about building pupils’ life skills and creating a sense of belonging, she said, adding: “Qualifications are nice, but in day-to-day life they don’t help.

“What helps me are the things I learned from my parents, like the ability to cope with stress, cope with loss and cope in different situations. Regardless of whether a child is struggling or they are destined for a bright career pathway, they will need skills like parenting, stress management and coping with loss.”

Billy Burke, the newly appointed president of School Leaders Scotland, and headteacher at Renfrew High School, agreed. “Health and wellbeing comes first,” he said. “You have to create the conditions where young people feel valued and cared for, and make sure they have positive relationships and support. After that, the learning will follow.”