The Girls鈥 Day School Trust (GDST) network of girls’ schools has called upon co-ed institutions to review and improve how girls are being educated, as it publishes a new report.
Created alongside leading academic experts researchers, teachers, students, and campaigners,聽, lays out how schools can unlock girls鈥 potential through a framework of practical steps.
The new report is aimed at teachers and families, and follows the 2022聽, which explored how girls feel growing up in modern society, what they want for their futures, and what education can do to support them to realise their ambitions.
The latest report aims to inspire school leaders and educators to reflect on their existing approach to educating girls, and how they can challenge and alter some of the structures and mindsets that might shortchange female pupils.
The document brings together the views and experiences of contributors including , founder of The Female Lead; , and .
The publication tackles how all those involved in education can help close 鈥渢he gap in authority and confidence between boys and girls鈥 and create a curriculum and co-curriculum that 鈥渞emoves barriers, breaks stereotypes and develops essential skills for girls鈥, the GDST said.
The report also discusses how school culture can 鈥渄eliver better outcomes for girls鈥 by encouraging open discussion of the challenges girls will face in their lives and careers.
The report includes a 鈥淕DST Framework鈥, which helps educators evaluate how they approach girls鈥 education, under key headings and different stages of development.聽
Cheryl Giovannoni, chief executive of GDST,聽said: “Girls’ schools play a critical role in preparing girls for the real world, and work hard to close gender gaps in areas such as STEM, sports participation and leadership positions. The girls and young women in co-ed schools also deserve to learn the necessary skills to navigate a world that is still characterised by structural inequalities and personal prejudices.
“They need to learn how to challenge and influence authority, find effective forms of self-promotion, and to pursue a less-prescribed career path. I hope these new insights will spark action for schools to educate the next generation of girls with tried and tested principles that will enable them to achieve their full potential.”
