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‘But what can I do about it?’ How using Design Thinking in the classroom can increase advocacy in Year 11 girlsAdam Giblin (2021) 2021This action research project introduced design thinking as an approach to problem solving with two classes of Year 11 students studying GCSE Religious Studies in an all-girls’ environment. Students were supported in developing skills of empathy, redefining problems of social injustice, exploring (or ideating) potential solutions, and planning their future actions. This was done with the aim of increasing their confidence to advocate for others. Student feedback, in the form of online surveys and focus group interviews, was used to show that after using Design Thinking, students felt greater confidence to advocate and had even begun to take small steps towards acting on behalf of marginalised groups. It was evident that students found engaging in personal acts of support, such as signing petitions or educating themselves, to be doable but needed greater support to engage with the more active advocacy behaviours, such as protesting. -
“Dreaming About Being a Saviour”: Discovering the Impact of a Global Competency Learning Program on Year 5 Girls’ Curiosity for Global Knowledge and Participatory Disposition Towards Transformative Global ActionSheridan Sweeney 2023In recent years, Covid-19 has highlighted the major issues facing the world and the continued importance of international collaboration and purpose (Hughes, 2020). Australian students and educators experienced significant disruption due to Covid-19 and endured sustained disconnection from local, national and international collaboration. This action research explores how participating in a global competency learning program can engage girls as global citizens by developing their curiosity for global knowledge and willingness to participate in transformative global action. The sixteen project participants from Kambala’s Year 5 cohort participated in a project-based learning program, which connected students in an e-classroom and incorporated global thinking routines to engage the girls in effective collaborative discussion and deepen the girls’ critical thinking. Analysis of questionnaires, observations, student reflection journals, and interview responses demonstrated that an international collaboration strengthened the girls’ curiosity for global knowledge because the sharing of ideas between international peers provided alternative perspectives about global issues. The consideration of new perspectives successfully led to challenging the girls’ own understandings and therefore fostered collaborative discussions and increased confidence to participate as change makers. Importantly, the data provided evidence that the inclusion of global thinking routines, as a scaffold during collaborative discussions, encouraged the girls to think critically and engage in rich discussions about complex global issues. -
“If it’s Tuesday, it Must be Group Work!”: Steps to Confident Collaborative Culture CreationDr. Ralph Covino (2024) 2024Rooted in the scholarly literature on the importance of joy, the value of play, and the benefits of deliberate practice in facilitating student learning, this report explores how elements of a school’s successful modern dance company’s program, including regular rehearsal and experiential group learning, were ported to a middle school Humanities classroom. The action research project reported here examines how the implementation of iterative discussion and collaborative work patterns shifted girls’ attitudes and approaches to group work in a Seventh Grade Ancient Civilizations class, transforming them from being grade-focused to centered on the quality of the group’s projects instead. Through an analysis of survey data, classroom observations, and student reflections, the study concludes that explicitly teaching discussion skills, coupled with regular collaborative practice, improves confidence in girls in group settings, reduces grade anxiety, and fosters the creation of community through hands-on learning in a supportive and enriching learning environment. -
“Not Too Formal”: Strategies to Support Grade 6 English Students to Strengthen Collaboration and Relationship SkillsLiz Joyce 2022There is a commonly held belief that girls avoid confrontation and engagement in “hard” conversations with peers. In this action research project, I set out to challenge this assumption, while also looking to understand what communication strategies and relationship skills the students already had and regularly employed. This research was conducted over the course of approximately eight weeks in late Fall 2021, with 10 Grade 6 students in their English class of which I was not the assigned teacher. By focusing on how teaching specific strategies impacts the abilities to strengthen collaboration and relationship skills, lessons were designed and implemented to target self-awareness and interpersonal communication skills. Students were taught strategies that enabled them to communicate more directly with peers as well as challenge their own thoughts and perceptions. Student feedback was regularly solicited in the form of surveys, writing prompts, class discussions, and a focus group midway through the project. The students’ feedback was critical to the process as it guided and molded the presentation of lessons as well as the format of the last classes. Findings from this project reinforce the importance of creating a safe and supportive environment for girls to share their thoughts and feelings. Overall, girls need to feel a connection with materials and security in their relationships to give meaningful feedback, engage in deeper discussions, and access their problem-solving prowess. -
“Wonky Carrots Are Welcome!” Using Co-Designed Success Criteria in Experiential Learning Tasks With Grade 4 Girls to Combat Perfectionist Mindsets and Expand Understanding of SuccessEllen Savill (2023) 2023In a world dominated by the illusion of perfection, particularly in the social media domain, it could be argued that now more than ever, this generation of girls needs to explore the difference between healthy striving and perfectionism. Schools and teachers must actively engage their students in redefining and reshaping the conversation about success, discrediting the unrealistic notion that academic achievement is synonymous with flawless, perfect results. This action research project investigated whether perfectionist mindsets towards learning could be altered and influenced at a young age to help girls recognise the complex, multifaceted nature of success. Unexpectedly, reflecting upon the growth of a humble, wonky garden carrot became a valuable allegory for exploring perfectionism in both learning and life. By inviting 9-year-old girls to co-design success criteria and assessment continuums based upon experiential learning tasks in the kitchen and garden, this research project revealed some effective techniques to combat perfectionist mindsets and enhance girls’ appreciation for the diverse construct surrounding the term success. Three key themes emerged from the data analysis suggesting the positive impact this project had on:Ruyton Girls’ School combatting perfectionist attitudes and fixed mindsets (Dweck, 2013) towards learning affirming girl-centred pedagogical approaches to learning design fostering opportunities to evaluate formative assessment practices. -
2023-24 GARC Research SummaryICGS 2024A summary of the findings of the 23-24 GARC Cohort on Collaboration -
A comparison of outcomes for girls from single-sex and co-educational schools using PISA dataMMG 2020A report analysing Australian and New Zealand PISA data from 2015 and 2018 reveals that girls attending single-sex schools outperformed girls from co-educational schools on academic measures of science, mathematics and reading. Students from girls’ schools also reported higher academic aspirations, more adaptive and flexible teachers, stronger feelings of school belonging, and a significantly lower prevalence of bullying (MMG, 2020, pp. 2-4). The analysis of PISA data by Macquarie Marketing Group (MMG) included a total of 314 individual measures comparing the responses and academic test results of girls from single-sex and co-educational schools, including girls attending government and non-government single-sex schools in Australia and New Zealand. Of the 314 PISA measures, girls from single-sex schools reported a positive difference on 227 — or 72% — of measures (p. 2). According to PISA 2018: Insights and interpretations , the OECD’s Programme for International Student Assessment (PISA) -- held every three years -- goes beyond assessing whether 15-year-old students can reproduce what they have learned in school to examine their ability to extrapolate across subject areas, apply their knowledge creatively, and demonstrate effective learning strategies. PISA also looks at teaching quality, academic support provided to students, and aspects of wellbeing and pastoral care (Schleicher, 2019, pp. 3-4). MMG (2020, p. 3) reports that in both 2015 and 2018, students from girls’ schools excelled on PISA’s three measures of academic performance in science, mathematics and reading, even after accounting for socioeconomic status. Compared to co-educated girls from the top 25% of socioeconomic backgrounds, single-sex girls from the top 25% of socioeconomic backgrounds: scored up to 10 percentage points higher on academic tests of science, mathematics and reading, scored 10 percentage points higher on measures of scientific enquiry, interpreting scientific evidence, procedural and epistemic science knowledge, physical science and life science, and scored up to 7 percentage points higher on literacy measures of reading evaluation and reflection, locating information, and understanding information. The analysis of PISA data from Australia and New Zealand also found that students from girls’ school scored higher on measures of academic engagement, teacher effectiveness, involvement in science, and enthusiasm for science. In addition, single-sex educated girls are considerably more likely to aspire to a university education, with 69% intending to complete a university-level degree or doctorate compared with 51% of co-educated girls (pp. 2-4). MMG’s analysis demonstrates (pp. 2-3) that girls at single-sex schools are more likely to report committed and passionate teachers who use adaptive and flexible instruction strategies in classrooms. They also report less disruptive behaviour in class and an environment that is more conducive to fulfilling their learning goals. Compared with girls in co-educational schools, students at girls’ schools are more likely to: receive encouragement from teachers to express their opinions (69% vs 64%), receive help from teachers to assist them with their learning (60% vs 52%), benefit from teachers adapting lessons to meet student needs (59% vs 48%), never or almost never experience an English classroom in which they cannot work well (42% vs 31%), and never or almost never experience a science classroom in which they cannot work well (41% vs 29%). In addition, MMG reports (p. 4) that girls at single-sex schools enjoy school more than girls from co-educational schools. They experience less bullying, make friends more easily, and feel a stronger sense of connection to school. Compared with their co-educated counterparts, girls from single-sex schools: never or almost never experience bullying (79% vs 71%), make friends and feel they belong at school (74% vs 70%), and never or hardly ever arrive late to school or engage in truancy (74% vs 66%). Overall, MMG noted (p. 4) that “across all forms of bullying, more single-sex female students reported never experiencing bullying behaviour” in Australia and New Zealand. This includes girls from single-sex schools being more likely than co-educated girls to report: never or hardly ever being hit or pushed by other students (92% vs 85%), never or hardly ever having belongings taken or destroyed by other students (90% vs 83%), never or hardly ever being threatened by other students (89% vs 78%), and never or hardly ever having nasty rumours spread about them (73% vs 62%). In conclusion, MMG’s analysis of 2015 and 2018 PISA data reveals that girls’ schools are better placed to prepare girls for success at school and in later life. Girls’ schools not only produce strong academic results, including in vital STEM fields, but they also create learning environments and experiences t
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Academic Buoyancy: Empowering Year 9 and 10 Girls to Take Risks and Own Their Learning as They Problem-Solve in the Science ClassroomLinda Douglas (2021) 2021This action research project sought to explore how supporting Year 9 and 10 girls’ understanding of their personal academic buoyancy and associated strategies impacted their academic risk-taking and ownership of learning when problem-solving in Science. In July 2021, a class of 23 Year 9 and 10 girls at Ruyton Girls’ School commenced a one semester Science elective entitled Marine Encounters. Early in this course, they were introduced to the concept of “academic buoyancy” through a bespoke workshop delivered over two fifty-minute sessions. The workshop focused on understanding cognition, behaviours, and emotions to support personal academic buoyancy, particularly during problem-solving exercises. The students then engaged in a series of authentic scientific problem-solving activities as part of their scientific study, which provided opportunities to put the academic buoyancy strategies into practice. In a mixed methods research design, data were collected through a pre-activity and post-activity survey, written student and staff reflections, and focus-group interviews towards the end of the elective. Analysis of the data indicated increased students’ awareness of negative thoughts about their own learning, recognition of their own personal signs of anxiety and worry, and greater recognition of the aspects they could control and develop. Student agency emerged as a strong theme, with students identifying not only how the action supported them in taking greater control of their own learning, but also how it could be improved in the future to support younger students. The results of this project indicate that a deliberate and embedded approach to teaching girls’ academic buoyancy and associated strategies enhanced openness to academic risk-taking and increased ownership of learning. -
Academic momentum from school to universityAcademic momentum - whether or not tertiary degrees are completed - is influenced by three factors: academic course load, the background and socioeconomic status of the student (including high-school attainment), and “value-adding activities” such as time off between high school and university (Martin, Wilson, Liem & Ginns, 2013, p. 641). This study examined the role of “various indicators of prior learning, achievement, and experience (high school achievement, university achievement, deferment experience, mature age experience) in university/college students’ academic achievement over the first four semesters of their undergraduate studies”. A sample of 904 students from an Australian university participated in the longitudinal study. Effects of prior and ongoing achievement The researchers found that “high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued” (Martin et al., p. 640). These findings suggest that achievement through university is a self-determined factor “with continued investment in one’s studies yielding increasing and additive benefits beyond achievement at high school” (p. 664). The student therefore “builds on his/her prior experience, connecting prior learning and achievement with subsequent learning and achievement” (p. 664). Of particular note to school educators is the fact that these findings also suggest “high achieving school leavers are not guaranteed academic success at university, and so they and their educators must be vigilant to performance declines early in university and problematic transitions from high school to university” (p. 664). Deferred entry students Deferred entry to university also predicted achievement through university (p. 640). Time spent in a ‘gap year’, or the year after secondary school completion may provide students with experiences and prior-knowledge to support “the self-regulated learning required at university level” (p. 665). Again, these findings are of interest to secondary school educators and counsellors, as some may currently hold the view that deferment “is a distraction from an important linear transition from high school to university/college” (p. 665). Martin et al. suggest that the types of activities conducted in a gap year are important, as “different deferment activities will yield different impacts” (p. 666). Looking at the range of studies “for and against deferred entry, it is evident that some activities may lead to academic success and other activities may impede success” (p. 665). However, extra-curricular experiences such as the gap year can be a “form of momentum that facilitates university performance” (p. 666). Another interesting finding was that the period of deferment is also salient; mature age “experience did not yield significantly positive effects on achievement” (p. 666). Academic momentum can be impeded by periods of more than one or two years of deferment, which perhaps “represents too great a disconnect between the life course and formal education” (p. 666). Conclusions Summarising all these findings, Martin et al. suggest that “university achievement is more dominant than high school achievement on subsequent university achievement—and deferment experience is more dominant than mature age experience on subsequent university achievement. In both cases, the more proximal and local sources of educational influence predominate” (p. 666). Overall, high school achievement and “ongoing university achievement predict subsequent achievement through university— but the impact of high school achievement diminishes while the additive and potentially self-determining effects of ongoing university achievement on subsequent achievement are evident” (p. 669). It was also clear that deferment experience “positively predicts achievement through university” (p. 669). Research abstract prepared by Kate Broadley, Alliance Researcher Martin, A., Wilson, R., Liem, G., & Ginns, P. (2013). Academic momentum at university/college: Exploring the roles of prior learning, life experience, and ongoing performance in academic achievement across time. The Journal of Higher Education, 84 (5), 640- 674.
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Adolescent girls’ explanations of high rates of low mood and anxiety in their population: a co-produced qualitative study(2025) 2025This article explores why adolescent girls report higher levels of low mood and anxiety compared to boys, a disparity that has been increasing over time. The study focuses on gathering insights directly from adolescent girls to understand their perspectives on the root causes of these mental health challenges. The research identifies several contributing factors, including academic pressures, social media influence, body image concerns, relationships with peers and family, and societal expectations related to gender roles . Many participants highlighted the impact of constant comparisons on social media, the pressure to succeed in school, and difficulties in navigating friendships and romantic relationships as key stressors affecting their mental well-being. Additionally, the study discusses how gendered social norms and expectations can play a role in shaping girls’ emotional experiences. For instance, girls often feel pressure to be high achievers while also maintaining a certain appearance and behavior, leading to heightened stress, self-doubt, and anxiety . By amplifying the voices of adolescent girls, the research aims to better inform mental health interventions and develop targeted support strategies that acknowledge these gendered challenges. The study underscores the importance of creating safe, supportive environments in schools, families, and communities to help alleviate the mental health burden on young girls. Reference Demkowicz, O., Jefferson, R., Nanda, P. et al. Adolescent girls’ explanations of high rates of low mood and anxiety in their population: a co-produced qualitative study. BMC Women's Health 25 , 49 (2025). https://doi.org/10.1186/s12905-024-03517-x -
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Appearance-related cyberbullying: Stopping the harm before adolescent girls resort to dieting, changing their appearance and cosmetic surgeryPrince, T., Mulgrew, K. E., Driver, C., Mills, L., Loza, J., & Hermens, D. F. (2024) 2024Educators are well aware of the ongoing risks cyberbullying poses to students, not least via its impact on wellbeing and mental health. A new study led by researchers from the University of the Sunshine Coast, Queensland, Australia, is the first of its kind to ever consider “appearance-related cyberbullying” (ARC) and how it affects adolescent girls’ mental health and wellbeing (Prince et al., 2024; Fowles, 2024). ARC is important to consider as a specific type of cyberbullying because of its unique impact on adolescent girls’ perceptions of their own bodies in addition to their mental health and wellbeing. Acts of ARC are predominantly targeted towards body shape and size, resulting in a significant impact on girls’ concerns surrounding “body shape, body shame, and eating disorder symptomology” (Prince et al., 2024, p. 1). It has also been proven to lead to a drastic rise in the number of girls who wish to undertake extreme diet changes, excessive exercise, surgical and cosmetic procedures, and changes to self-presentation in order to alter their appearance. Knowing how to address this type of cyberbullying will be an important part of the educator’s toolkit as they support girls to navigate the increasingly complex, and often confrontational, online world. This is one of the first articles to be released from this project, and focuses on girls aged between 14 and 19 years. Surveys were used to assess experiences of ARC, and considered victimisation, body satisfaction, body esteem, body shame, body appreciation, and symptoms of eating disorders. These factors all have significant impacts on adolescent girls’ mental health and wellbeing (International Coalition of Girls’ Schools, 2024a, 2024b, 2024c). The impact of bullying and cyberbullying on girls’ mental health is already well-known. Likewise, the high numbers of adolescent girls who report body dissatisfaction has also been widely recognised (Prince et al., 2024). Girls are also more likely to be victims of cyberbullying than boys (Prince et al., 2024, p. 2). This project goes further than existing research by specifically considering ARC. It can lead to higher levels of emotional distress and depression, lower levels of self-esteem, an ongoing perpetuation of unrealistic and negative beauty standards, and a greater risk of body dissatisfaction, body shame, and body image concerns. Addressing these issues will help support adolescent girls to develop and maintain healthy attitudes towards their own body image and appearance. The project found that ARC is typically focussed on very specific issues, most notably, physical appearance (including body shape and size). “Fatness” and “thinness” were two of the most commonly targeted physical traits. Other features that were used in ARC victimisation more frequently when compared to general cyberbullying included body attributes “such as breasts and bottom, facial appearance, clothing or style… scars, burns, skin conditions… and body tone and muscularity” (Prince et al., 2024, p. 7). Other factors that were targeted, but not as frequently, included “age, skin colour and disabilities” (Prince et al., 2024, p. 8). The project showed that 96.2 per cent of participants who had been victims of ARC wanted to engage in excessive dieting or exercise to change their body shape, size and physical appearance. Concerningly, 95.2 per cent also said they would like to change their self-presentation by altering their hair, makeup or clothing. Cometic and surgical procedures were also considered, with 81.3 per cent of girls in the study saying that they felt they needed these procedures to change how they looked after experiencing ARC. Taliah Prince and the other researchers who have collaborated on this research indicate that a collaborative approach involving schools, parents and social media platforms is the most effective way to address this problem. Within this context, they have provided strategies educators can use to help address the risks ARC poses to adolescent girls. These strategies go beyond addressing the impact of ARC on girls’ mental health, and are designed to be preventative. This includes the specific development of age-appropriate social media policies in schools. They also suggest the introduction of “health promotion programs that encourage positive online behaviour” (Prince et al., 2024, pp. 1, 12). By addressing the impact of ARC before it begins to negatively affect girls’ wellbeing, the researchers suggest we can improve outcomes for adolescent girls who are being increasingly exposed to cyberbullying that targets their vulnerabilities and unrealistic beliefs about appearance and beauty standards. References Fowles, T. (2024, September 6). Research reveals cyberbullying is pushing teenage girls towards cosmetic procedures . University of the Sunshine Coast Australia. Retrieved 6 September 2024, from https://www.usc.edu.au/about/unisc-news/news-archive/2024/september/research-reveals-cyberbu
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Assessing the employment negotiation gender gap from the perspective of early childhood: When does the gender gap first emerge?ICGS 2025Advocates for the equality of girls and women are well aware of gender gaps in negotiation in the context of employment. Many studies have addressed this very topic, but few have considered how early childhood experiences impact this gender gap. Researchers from New York University and Boston College have explored the experiences and responses of children aged between six and 12 years to consider how this gender gap is occurring in childhood, and what this means for girls. This article provides new insight into the impact of girls’ perceptions of their own abilities when making requests, and why this shows that the employment gender gap may be first emerging during childhood. With a substantial wage gap existing between men and women in locations such as the United States, this is a challenge that still draws the attention of advocates, many industries, and researchers (Arnold et al., 2025, p. 604). Negotiation has been repeatedly identified as one of the key “drivers of wage inequity”, with women less likely than men to initiate salary negotiations, while also seeking less renumeration and benefits during negotiation processes (Arnold et al., 2025, p. 604). This is even more pronounced when women are required to negotiate with men. While much research has considered this challenge during employment negotiations, researchers have now approached this from the perspective of early childhood due to the growing occurrence of school-aged children demonstrating these same traits of girls asking for less than boys, especially when negotiating with a man (Arnold et al., 2025, p. 605). This article is based on a project that incorporated three studies involving both hypothetical and actual negotiations for tangible items with adults previously unknown to the children. The authors identified five key perceptions in children that can contribute to this widening gender gap as early as elementary school. Current understandings of adult differences in negotiation often focus on anticipated backlash, however, this study showed that in children, this is less pronounced. Instead, there is more focus on self-perceptions of “how competent children think they are at the activity for which they are negotiating” (Arnold et al., 2025, p. 618). The researchers found that boys and girls have “similar perceptions of hypothetical and actual negotiations” (Arnold et al., 2025, p. 618). Yet girls asked for less than boys during negotiations. This led the authors to ask why this is occurring. In order to investigate this question, the project was based around five key themes. The first of these were descriptive norms (recognising that girls and boys have different beliefs about what their genders typically do during negotiations) and prescriptive norms (where boys and girls hold different beliefs about what is permissible for each gender to actually do during negotiations). This was followed by anticipated social backlash (where children anticipate a negative reaction from the other negotiating party), expected utility (where children have different perceptions of expected success or gain from negotiation) and competence self-perception. This final theme was significant, because it was apparent in the project that girls may negotiate for less because they have lower optimism about their competence. The researchers found the impact of gender itself surprising. At this age, gender was not a key influence on girls’ perceptions of negotiation. There was little difference in boys’ and girls’ perceptions of how permissible it was to negotiate, and if these negotiations would be successful. There was also little impact on these perceptions based on whether the children were negotiating with a man or woman. The authors noted it was surprising to observe that there was a substantial disconnect between girls’ behaviour and what they thought other children asked for, if they thought it was permissible to negotiate, if they anticipated backlash, and if they expected the negotiation to be successful. Given these themes do exist in older age groups, further research is needed to understand at what point this aspect of gender begins to influence negotiation experiences. What did emerge from the study as a key influence for girls that contributed to a gender gap in behaviour was their self-perceptions of competence. Despite similar perceptions of negotiation itself, “the ways in which these perceptions related to how [children] negotiated differed based on their gender” and was most pronounced in practical scenarios (Arnold et al., 2025, p. 619). Girls in the study were more likely to downgrade perceptions of their competence and consequently, negotiated for less than their male counterparts. Ultimately, the researchers felt the data suggested that “girls’ behavior is more closely tied to what they think they deserve, not any perceptions of the negotiation process or the person they are negotiating with” (Arnold et al., 2025, p. 619, emphasis in o
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Assessing the Impact of Aspects of School Life on Well-Being in Girls' Schools(2025) 2025Starting in the 2020-2021 academic year, a high-achieving school for girls in grades five through twelve partnered with Authentic Connections (AC) to build upon their longstanding commitment to balancing a high-achieving culture with a focus on well-being. The AC team used survey results to quantify mental health and identify focus areas; though there is still work to be done, student and staff well-being have improved. -
At least 1.9 million students in England are not ready for their next stage of learning: Preparing to support girls in an increasingly complex world(2025) 2025The 2025 Pearson School Report is the fourth annual report produced by Pearson, one of the world’s largest education companies, best known for its work in publishing, assessments, and digital learning solutions. The report provides a comprehensive analysis of how school experiences are shaping students, highlighting the academic, emotional, and systemic challenges currently faced by educators and learners. It also offers recommendations for school leaders and educators to consider as they plan for the future of teaching and learning. Drawing from responses of over 14,000 stakeholders including teachers, students, tutors, and home educators, the report’s findings highlight key challenges that are directly relevant to principals who set priorities for both learning and student wellbeing. Crucially, this year’s data reveals that approximately 1.9 million students in England (including 1.65 million in primary and secondary school, and over 250,000 in college) are not emotionally or academically ready for their next educational stage. This readiness gap has broad implications for learning outcomes, student retention, and future employability. At the primary level, teachers believe that 32 percent of students are not ready for progression. At secondary level, this figure sits at 31 percent. It is even higher for college level, with 43 percent of students aged 16 to 18 considered to be unready for their next stage of life and learning. The lack of readiness is consistent across phases but manifests differently by age group. The driving factors behind these readiness gaps vary, but include special educational needs and disabilities as the largest cited reason. Younger students speak about emotional barriers including fear and feeling like they are too young to progress. When teachers were asked why they felt secondary students were not ready to progress, the commonly cited reasons were a lack of self-motivation, independence and social maturity. For those beyond secondary school, it is felt that key challenges include a lack of skills surrounding digital wellbeing, critical thinking and writing skills. Students often say they know what they want to do, but lack the knowledge to know how to put those ideas and plans in place. Knowing that students want to progress is critical. The next step is understanding and developing ways to support them to achieve this goal. This is a significant challenge for educators, especially when students want to progress but don’t yet feel equipped to do so. Given this, the report highlights four key student outcomes that educators themselves feel are priorities in approaching this challenge: self-confidence and awareness, a love of learning, life skills, and an understanding of the wider world. These outcomes can be supported through developing problem-solving skills, critical thinking, resilience, and confidence. These skills can help students navigate successful educational transitions. They are also important skills that can support girls’ general wellbeing at a time when they are at risk of increased rates of anxiety, depression and other mental health symptoms. Interestingly, despite these various contributing factors to this lack of readiness, secondary students were able to recognize the long-term value of learning and the usefulness of skills. This highlights an area that could become a relevant intervention to help address this challenge. This is an important observation against the backdrop of key barriers to future learning identified by the Pearson report, which included attendance, special education needs and/or disabilities, behavior, mental health, and student disengagement. Other barriers identified in the Pearson report include curriculum and assessment, which college students feel affects them adversely. Teachers are also seeking less curriculum volume and want more flexible assessment options. All these options respond to a key finding that recurred across the report’s data: There is no one-size-fits all approach, with different students requiring different types of support and learning options. Preparation for employment and the use of AI are two areas identified as critical to addressing student learning readiness. Only eight percent of teachers surveyed believe students are being well prepared for employment. As students age, they are becoming increasingly concerned about navigating work and employment. Educators are also seeking resources and knowledge to support the delivery of comprehensive digital and AI-related education. Given the increasing presence and use of these technologies in post-school learning options, this is essential to support student confidence and skill development. Based on these findings, the Pearson report provides some suggestions for school leaders to help support students as they develop interventions to address student readiness for learning. This includes prioritizing both problem-solving and life skills alongside academic re
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Boss, not-bossy: facilitating assertive leadership-skills in year 10 girlsShirley Anuse Kelly (2023) 2023Wildly popular R&B artiste Beyoncé asserts in her futuristic Afrobeat song, “Who run the world? Girls, Girls!” While the intoxicating lyrics and fast paced beat may resonate well with female students, the message that girls can, and should, lead does not always pack a popular punch. This action research project was undertaken to reset leadership preparation in the wake of the pandemic. For two academic years prior, education at the Bermuda High School has been virtually stripped to its most basic tenets of delivering academic content. Using an online delivery platform, it was nearly impossible to engage students much beyond the academic curriculum. Since the return to (near) normalcy, the school has undertaken to “build back better” by examining our practices and evaluating them to incorporate lessons learned through the pandemic. My research action was to facilitate intentional leadership development experiences with my students. Twenty-six Year 10 students (aged 14 to 15 years) were involved in this action research, that spanned three months, in their Personal, Social, Health and Economic Education (PSHE) lessons. Through class discussions, presentations, and journal reflections, students were led to develop core leadership skills and use them in a variety of settings. I found that the girls appreciated the school taking a very intentional and structured approach to teaching leadership. At the close of this study, 19 of the 26 girls in the cohort formally applied for school prefect positions, with 13 being successful in their bids following closely contested elections. This was a marked increase in the percentage of students applying for leadership positions compared to even pre-pandemic levels. -
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Can a girls’ school environment change attitudes toward leadership ambitions?Lee & Sambanis (2023) 2023Recent research from scholars at the University of Pennsylvania has addressed the gender gap in “attitudes toward leadership and political participation” that exists “[a]cross countries” (Lee and Sambanis, 2023, p. i). This gap first begins to occur early in a girl’s life and can be influenced by behaviours and social activities observed at home or school. Lee and Sambanis (2023, p. i) use a case study from South Korea to consider if girls’ school environments can contribute to narrowing this gender gap by “increasing women’s civic and political participation and fostering their ambition for leadership”. This is an important topic of interest for girls’ school educators, as women are “underrepresented in key decision-making roles across almost all industries in the Australian workforce” (Workplace Gender Equality Agency, n.d.). It is critical that girls are supported to pursue their ambitions, and realise their potential. This is revealed in stark Australian statistics: 75 per cent of high school girls in Australia “believe they will ‘have every opportunity’ to become a leader when they grow up” (Lewis, 2020). Yet, by the time they leave school, this figure drops to 57 per cent (Lewis, 2020). Across many countries, there still exists gender inequality in areas such as “compensation, opportunities for professional advancement, and assessment of qualifications and performance” (Lee and Sambanis, 2023, p. 1). Australia is no exception (Australian Human Rights Commission, 2018; Workplace Gender Equality Agency, 2022). Research has long suggested that women are less interested than men in pursuing positions of leadership, however, this article explores these attitudes in more depth. This has allowed the authors to consider if a single-sex school environment has a beneficial impact on girls’ engagement and participation in positions of leadership, including political roles (Lee and Sambanis, 2023, p. 1). The authors focussed on south Korea as a case study because traditional gender values predominate in “economic and political spheres” across the nation (Lee and Sambanis, 2023, p. 1). The gender wage gap in South Korea is also one of the largest in OECD countries (Lee and Sambanis, 2023, p. 1). The researchers considered this topic via high school assessment items submitted in Seoul schools from 1974 to 2009. This content was then used to consider if education in a girls’ school environment had an impact on student engagement and subsequent ambition to work towards leadership goals and positions. Lee and Sambanis (2023) observed a clear pattern that showed students who attended girls’ schools were more likely to discuss opinions and interests in public life, were more likely to participate in political activities, and were also more likely to pursue leadership positions. Yet, this does not automatically equate to “a more feminist policy agenda” (Lee and Sambanis, 2023, p. 2). The educational opportunities provided by girls’ schools are therefore only one part of the solution to this gender gap, albeit a crucial one. The authors suggest that single-sex school environments are crucial because they consistently lead to four key factors in girls’ experiences: A greater likelihood of participation in political activities, engagement with political activism, interest and involvement in leadership roles, and less internalisation of gender stereotypes (Lee and Sambanis, 2023, pp. 3-4). These outcomes have practical implications for girls’ schools. Engagement can correlate with ambition, which can lead to active involvement. As the authors noted, this study showed a much higher level of political activity participation in girls attending single-sex schools (Lee and Sambanis, 2023, p. 6). The project also showed that women who had attended girls’ schools were more likely to have held a leadership position (Lee and Sambanis, 2023, p. 9). This is an important step in reducing the gender gap and allowing girls to explore their full interest and potential for leadership roles. This is also supported by girls’ attitudes at single-sex schools, where they were clearly “less supportive of traditional gender roles” (Lee and Sambanis, 2023, p. 11). Ultimately, the authors found that early interventions were essential to changing girls’ attitudes. These interventions could potentially have a cumulative effect, and once more women are visible in positions of leadership and change, this in turn may help inspire girls to reach their full potential regardless of societal attitudes (Lee and Sambanis, 2023, p. 13). The authors also noted that much more research is needed in this field. Until further research is undertaken, this provides useful information for girls’ schools that reinforces the value of learning in an all-female environment for young girls and adolescents. References Australian Human Rights Commission. (2018). Face the facts: Gender equality 2018 . https://humanrights.gov.au/our-work/education/face-facts-gender-equ
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Can STEM outreach activities help address gaps in the STEM pipeline? Exploring an Irish primary school case studyICGS 2025A new case study based on primary school girls’ attitudes towards STEM in Ireland takes important steps in considering ways to address disengagement and loss of interest in STEM. Researchers from the University of Limerick and University of Galway have developed this article to respond to the gap in the STEM “pipeline”, which has become a well-recognised source of a “lack of participation, progression, and achievement in STEM education for females” (Johnson et al., 2025, p. 221). Previous research based on these gaps and possible interventions have often focussed on “only one or two STEM disciplines” (Johnson et al., 2025, p. 221). This article goes further to consider all four disciplines through a case study of a STEM outreach activity and its impact on Irish primary school girls’ attitudes towards STEM (Johnson et al., 2025, p. 221). The article discusses “STEM outreach”, which is used to “classify activities that are delivered ‘outside of the traditional student/teacher relationship to STEM stakeholders (students, parents, teachers…) in order to support and increase the understanding, awareness and interest in STEM disciplines’” (Johnson et al., 2025, p. 224). This case study is based on the Spaceship earth project, a project run between the University of Galway, University of Limerick and the Irish meteorological service Met Éireann. The project engaged students in real-world, project-based experiments in the classroom with the intention of engaging and educating teachers, students and the public about STEM. Students developed their own experiments that involved “launching high-altitude balloons to the edge of space”, before analysing and reporting on their experiment (Johnson et al., 2025, pp. 224-225). It also included workshops for students where they could explore STEM project ideas. While multiple schools were initially involved in the project, due to withdrawal from various aspects of the research, the case study is based on one all-girls school located in the west of Ireland. Fifty-one students from the school participated in the study, all aged between nine and ten years. Due to pandemic restrictions at the time, some parts of the project were converted to run online, which included the workshops. The research also involved pre- and post-project surveys to better understand the impact of the outreach activity on girls’ attitudes. Before participating, the researchers observed that all girls had a positive attitude generally towards STEM. However, the age of the students in the study is consistent with the stage where this attitude has been shown to change. After participating in the project, there was no significant change in these attitudes. This was viewed as an “encouraging result” due to the presence of positive attitudes prior to participation, and continuation of these results, especially in light of a typical negative change at this point in time (Johnson et al., 2025, p. 230). Despite this outcome, the authors noted a particular concern regarding a decline in girls’ attitudes specifically towards science as a STEM discipline over the course of the study. This reflects some similarities to other research. While this outcome is not specific to this study, it highlights the need to consider specific STEM subjects, including attitudes and required interventions, in addition to STEM itself as a broader study area. While a relatively small study, these outcomes are important for schools and educators, as they show the potential benefits of a STEM outreach activity on girls’ attitudes towards STEM generally. This is especially worthy of consideration given that the girls who participated in this project retained their positive attitudes toward STEM at a time when research shows this typically declines. While the authors note that a larger-scale project could provide additional insight into this finding, this is a useful outcome for schools to consider when planning interventions for girls. Until further research is forthcoming, the authors additionally suggest that between the ages of ten and 14 these outcomes and attitudes are nonetheless monitored closely due to the risk factors of declining positivity towards STEM (Johnson et al., 2025, p. 229). The researchers also suggest that educators and school leaders consider how outreach activities intersect with the traditional school curriculum. Rather than assuming that each operates in isolation, this provides a space to consider how these different activities interact as part of a broader approach. A key challenge identified in the project is the specific decline in positive attitudes towards science , even as overall STEM attitudes remained stable. One way to address the decline in specific STEM subjects (rather than STEM overall) is to ensure learning is “more evenly distributed across each of the STEM disciplines” (Johnson et al., 2025, p. 231). This highlights a need to enhance girls’ proficiency in each subject in order to e -
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Designing the Future of Girls’ Education(2024) 2024Designing the Future of Girls’ Education , a GDST Insight Report and Framework, provides a critical resource to review any structural gender imbalances and stereotypes in the classroom, enabling the full potential of girls whatever school they attend. This report offers expertise and practical steps, in the form of a framework that will help shape and influence the education of girls. Through conversations with a range of contributors, we have focused on three core principles for educating girls— classroom practice, curriculum and (school) culture —that can be applied in almost every educational context to enable future female leaders to achieve their full potential, in whatever way they choose to define leadership and success. We hope the insights from academic experts, researchers, teachers, students, and campaigners will inspire reflections on how these principles can help girls cultivate the skills they need to lead happy and fulfilling lives.