The boys in school perform far worse in relation to girls, which leads to gender differences in school results. The purpose of this review of knowledge is to investigate how norms and perceptions of gender affect boys’ results, and how non-normative pedagogy can be used in history education to visualize gender norms and perceptions. In order to immerse ourselves in the subject, several search engines, literature and theses were used that were relevant to our work. Keywords were selected in the information search process. National and international surveys show that boys are performing poorly in school and spend less time on homework than girls of the same age. Gender seems to have a unique influence when the girls’ advantage in testimonials are represented in all levels of achievement and in all subgroups, defined by social or cultural backgrounds. Part of the field of research has argued that boys' general lower achievement in school has its cause in perceptions of masculinity. With this argument, our ambition is to investigate how non-normative pedagogy can be used in the history subject, to visualize gender norms and perceptions, and how they express and reproduce. The field of research, the underachievement of boys in school, is extensive. Several of the theories are linked to each other, but the point of reference is the social construction of masculinity. Our apprehension of the boys’ problem is that it’s something that has been created by society. Everything within the school operation is a reflection of society. Concurrently, future students will shape society. The causes behind boys' underachievement are therefore an important issue for history teachers, school and society.