The latest signals from education researchers are clear: the gender gap in math widened during the pandemic, and schools are racing to recover lost ground. In many classrooms, girls fell further behind boys in mathematics assessments as school closures, hybrid schedules, and remote learning disrupted routine practice with numbers and equations. Now, educators are scrambling to design catch-up strategies that not only lift everyone’s math skills but also address the gender dimension of the gap.
Across the world, COVID-19 school disruptions intensified long-standing divides in learning opportunities. Students with strong home learning environments and reliable internet could keep pace, while those in less advantaged settings faced more interruptions. In mathematics, where steady practice builds confidence and fluency, even short lapses can compound into bigger gaps. For Thai families watching from Bangkok’s high-rise neighborhoods or from rural communities, the pandemic underscored how differences in access, time for study, and family dynamics translate into test scores and future choices.
Early analyses from multiple countries point to a troubling pattern: girls’ math achievement lagged behind boys more during the pandemic than before. While the degree of this gap varied by region, age, and schooling level, several researchers report that the disruption disproportionately affected girls’ engagement with math tasks and persistence in problem-solving. The concerns go beyond test results. If the trend persists, it could influence girls’ participation in science, technology, engineering, and mathematics fields later in life, with long-term implications for workforce diversity and economic opportunity.
Experts emphasize a mix of contributing factors. The abrupt shift to remote learning often left gaps in math-specific support, tutoring, and guided practice. At the same time, many households saw increased caregiving responsibilities, with girls more likely to shoulder domestic tasks in extended families or communities where gender norms are strong. In some contexts, teachers also faced challenges in maintaining attention and motivation during online lessons, which can erode the momentum needed for mastering abstract math concepts. Language barriers, interim assessments, and the uneven quality of digital resources further amplified differences in how students could practice, receive feedback, and stay engaged with mathematics.
Thailand’s education landscape, like those in many countries, faced its own version of these disruptions. Policy makers and school leaders quickly acknowledged the need to accelerate learning recovery in math, especially for students who already faced hurdles before the pandemic. In urban centers, schools moved to reinforce core math competencies through extended tutoring hours, weekend workshops, and targeted remediation programs. In more remote or underserved areas, educators leaned on community networks, local teachers, and digital platforms to extend reach where in-person support was scarce. The aim is not only to raise overall math proficiency but also to keep girls engaged in math pathways that could lead to STEM studies and careers.
Within Thai classrooms, the gender dimension emerged in conversations among teachers and administrators. Some educators report that girls internalize math anxiety more readily after a period of irregular schooling, while others point to a persistent cultural script that steers girls away from numerically intensive subjects. Yet many Thai teachers also observed remarkable resilience and leadership among female students who seeks help, forms study groups, or volunteers to mentor younger peers. In temples, community centers, and schools across the country, families emphasize perseverance and respect for learning as central values, which can be powerful assets when countering a discouraging stretch in math. The cultural fabric here—family involvement, trust in teachers, and a collective commitment to schooling—can become a springboard for interventions designed to close the gap.
To translate these insights into concrete gains for Thai students, several practical steps are gaining traction. Schools are expanding after-school math support, offering small-group sessions that allow more individualized feedback, and implementing diagnostic assessments to pinpoint where girls are slipping and tailor interventions accordingly. Teacher development programs are emphasizing math-specific pedagogy, inclusive practices, and strategies to foster girls’ confidence in solving problems, explaining their reasoning, and persisting through challenging tasks. Some districts are experimenting with differentiated homework loads, short, frequent practice cycles, and real-world math applications that connect classroom concepts to everyday Thai contexts—such as budgeting, cooking, market trading, or planning community events—so students see the relevance of math to life at home and work.
The family and community context in Thailand plays a critical role in whether girls persist in math learning. Thai households often gather around a shared value system that honors patience, careful study, and deference to educators. When teachers and parents collaborate, girls who encounter math difficulties can receive steady encouragement rather than withdrawal, helping counteract early attitudes that mathematics is not a “girl’s subject.” Schools can reinforce this with family communication that highlights progress, sets achievable goals, and rewards effort rather than innate ability. Meanwhile, Buddhist-inspired values of mindfulness, diligence, and compassionate leadership can be integrated into classroom routines, with girls encouraged to mentor peers, lead study circles, and help younger students with math concepts in a supportive, nonjudgmental environment.
If Thailand wants to safeguard long-term gains in math for all students, especially girls, several policy and practice implications emerge. First, digital access must reach every student who needs it, with reliable devices and affordable connectivity so that home-based practice continues beyond the classroom. Second, catch-up programs must be designed with a gender lens: equal access to tutoring, flexible scheduling for working families, and targeted supports that identify and nurture girls who show early signs of disengagement. Third, schools should embed math in real-life contexts that resonate with Thai communities, weaving cultural references into lessons and showing practical pathways toward STEM fields through mentorship, internships, and female role models. Fourth, data systems need to monitor progress by gender, region, and socioeconomic status so policymakers can adjust resources quickly and equitably. Finally, there must be sustained community engagement—temples, schools, parent groups, and local authorities all partnering to maintain momentum and celebrate achievement, especially among girls who persist in math against the odds.
Beyond policy and program design, a broader social dialogue is essential. Thai media, educators, and families can help debunk myths that math ability is fixed or that girls are inherently less capable in numbers. Promoting visible female mathematicians, engineers, and data scientists—through school talks, community events, and media features—can create aspirational benchmarks that push girls to aim higher. Religious and cultural leaders can reinforce the message that intelligence and perseverance are not predetermined by gender, aligning with ethical teachings about fairness, effort, and the duty to contribute to the common good. When girls see themselves as valued contributors to their communities and to Thailand’s future, the math door stops feeling closed and begins to feel inviting.
Looking ahead, the trajectory of Thailand’s math recovery will depend on sustained investment, timely delivery, and inclusive engagement. If schools can maintain strong tutoring pipelines, ensure digital inclusivity, and integrate gender-sensitive practices into daily teaching, the gap can shrink faster than the two steps forward, one step back pace that characterized the pandemic years. In the short term, expect measurable gains in math confidence and performance among girls as targeted supports take root. In the longer term, the real victory will be a more diverse pipeline of girls entering STEM fields, choosing science and technology careers, and contributing to Thailand’s innovation economy. The approach must be practical, culturally grounded, and relentlessly student-centered, with every teacher, parent, and student walking the path together.
In the end, this is not merely about test scores. It is about ensuring young women in Thailand have equal opportunity to leverage math as a tool for empowerment, economic security, and social progress. The pandemic is a stern teacher, but it can also be a turning point if the right actions — rooted in evidence, sensitive to Thai culture, and guided by a shared commitment to fairness — are sustained. The goal is clear: reduce the learning gap, lift girls’ math journeys, and strengthen Thailand’s future through more inclusive, more capable hands at every desk.