The GDST is at the forefront of research into every aspect of educating girls and young women. Our compilation of worldwide research published annually as “, has become essential reading for girls’ school educators across the globe.
Decades of independent studies have shown, and continue to show, that girls behave differently in the presence of boys, often to their own detriment. They are more likely to conform to expected models of behaviour, take up subordinate roles in school and social situations, avoid specific subjects or activities, and are less likely to challenge gender stereotypes. Structural inequalities are still finding their way into classrooms nationwide.
Every teacher can make a direct and positive impact on the outcomes of girls.
We believe the solution lies in the lessons the girls-only sector can share with all educators to enhance experiences and improve outcomes for as many girls as possible. This is why we have worked with partners in universities, global businesses and schools to launch . We aim to use what we know about educating 19,000 students across our family of 25 girls’ schools – along with evidence-based, objective insights from educators, academics and entrepreneurs – to identify three key principles that can be applied even in co-ed settings: classroom, curriculum and culture.
In transforming what happens in the classroom, curriculum, and the whole-school culture, every teacher can make a direct and positive impact on the outcomes of the girls in their schools. Examples include fostering collaborative classroom environments where girls feel confident enough to speak up, offering a diverse curriculum that gives girls the freedom to explore individual passions, and providing strong internal and external female role models to help shape inclusive cultures.
The primary objective of every school, whether girls’ or co-ed, should be to impart the skills, knowledge and personal attributes that prepare every student to make meaningful contributions to society and the economy. If we are to make progress on equality, it is doubly important for schools to create environments where girls feel they belong and are encouraged to pursue their aspirations without gender-based limitations. Girls’ schools cannot do this critical work alone.
The prevailing asymmetries in co-ed settings put limits on girls’ career and leadership aspirations.
In 2022 we commissioned research that uncovered the leadership ambitions, self-confidence and perceptions of 5,000 girls in state and independent schools across the UK. The findings of The Girls’ Futures Report, marking the GDST’s 150th anniversary, enabled us to identify the extent to which confidence, ambition, and preparedness for the future fell in the teenage years. Using a control sample of boys, we revealed that girls’ responses were significantly less positive than boys. The standout exception to this was the cohort of girls in single-sex schools – as highlighted in The GDST Difference booklet.
The prevailing asymmetries in co-ed settings put limits on girls’ career and leadership aspirations. Too many young women are beginning adulthood on a less sure footing than their male counterparts. In the longer term, this manifests itself in a deeper entrenchment of inequalities like the widening of the gender pay gap in and the continued underrepresentation of women in STEM. The cycle must be broken.
The proof that the cycle can be broken lies in the practices and products of girls’ schools. While national gender imbalances in participation in computer science, in physics, and in sport at the secondary stage should be a societal concern, evidence that these inequalities are not inevitable can be found in girls’ schools.
Our challenge to all educators is to read this report and join us in designing a better future for girls’ education to help shape a more equal world for us all.
