| Shrnutí: | <p>Evidence has consistently highlighted equity concerns for the educational experiences and outcomes of working-class boys in England. This paper explores one facet of this complex issue: the disparity in the behaviour and approaches to learning exhibited by working-class boys relative to their peers. </p> <p>A review of existing literature synthesizes scholarship from the fields of education, sociology and psychology, to critically analyse theoretical perspectives about the behaviour and approaches to learning exhibited by working-class boys during secondary education. Subsequently, an action-research project details the development and implementation of ameliorative strategies for a group of four boys at a challenging inner-city comprehensive through collaborations with research participants and professional colleagues. </p> <p>The research suggests the need for practitioners to utilise more personalized approaches of behaviour management, grounded in understandings about individual students, empowering students to exercise agency and improve in-school behaviour. Furthermore, the findings highlight potential areas for future scholarship centred on integrating existing literature with sociological action-theories. </p>
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