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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 -
Co-Creating Confidence: Exploring AI as a Catalyst for Self-Regulated and Reflective Learning in Year 12 PsychologyJayne Schinckel 2026The integration of artificial intelligence (AI) into classroom practice presents new opportunities to enhance how students receive feedback and develop as autonomous learners. This action research project investigated the impact of Bloom AI as a Socratic tutor on the confidence, motivation, and self-regulated learning habits of 17–18-year-old girls in a Year 12 Psychology classroom and home learning environment while preparing for final examinations. The project was aimed at exploring how AI-powered, dialogic questioning could enhance learners’ metacognitive awareness and autonomy by replicating the cognitive prompts and scaffolding of one-to-one tutoring. Data were collected through baseline and follow-up surveys, focus group interviews, and platform usage analytics, capturing both the quantitative patterns of AI interaction and the qualitative reflections of students’ perceived growth. Findings revealed that immediate, conversational feedback fostered greater self-efficacy, reduced exam-related anxiety, and encouraged deeper engagement with content through self-questioning and reflection. The evidence suggests that AI Socratic tutoring can serve as a valuable pedagogical partner, supporting not only knowledge acquisition but also the development of independent, confident learners. This initiative aims to extend the use of Bloom AI across year levels and subject areas at St Hilda’s School, with the broader goal of inspiring educators in girls’ schools globally to leverage AI as a tool for empowerment, agency, and authentic learning. -
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Collaborating with “Ceci”: How a Teacher-Designed Chatbot Supports Writing Confidence in Grade 9 GirlsMary Jane Kennedy 2026This action research study examined how a teacher-designed chatbot (“Ceci”) supported writing confidence in 14 Grade 9 girls (14–15 years old) in an English classroom. This project was driven by a recurring revision challenge: students often identified issues in their writing but did not always know what to do next, and individualized feedback was difficult to provide consistently in real time. Data were collected across four structured revision sessions through surveys, chatbot transcripts, and classroom observations; writing artifacts were collected in the first two sessions and a focus group was conducted at the end of the study. Findings suggest that students saw Ceci as an extension of, rather than a replacement for, teacher feedback, using the chatbot for individualized support while still centering teacher expectations as they worked. Students’ writing confidence was most often expressed as procedural clarity, or their sense that they knew the next steps to take in revision. Although students sometimes found Ceci’s feedback frustrating or confusing, many demonstrated persistence by testing options, adjusting prompts, and making strategic decisions about how to apply Ceci’s feedback. Finally, Ceci’s relational design (name, avatar, gender, and tone) appeared to support both students’ engagement during revision and their willingness to admit uncertainty. Overall, these findings suggest implications for how a teacher-designed chatbot can extend revision support beyond a traditional classroom setting. A subsequent action-research cycle could standardize implementation and evaluate whether revisions strengthened clarity and connections in addition to confidence. -
Confidence Through Customisation: AI-Generated Differentiation in a Year 10 Girls’ English ClassroomJemma Cattell 2026This action research study investigated whether artificial intelligence (AI) could effectively support readiness-based differentiation in a Year 10 girls’ English classroom, and how this influenced girls’ confidence and engagement. A class of 21 students participated in a seven-week unit in which AI-generated differentiated worksheets were embedded across non-fiction writing tasks. Students were grouped according to learning needs using cumulative reading and writing data, and for each text type, AI was used to produce tiered scaffolds tailored to differing levels of cognitive demand. Data collection techniques included confidence surveys at multiple intervals, weekly reflection journals, semi-structured interviews, classroom observations, teacher aide notes, and analysis of student writing artefacts. Thematic analysis was employed to interpret the data. Findings suggest that AI-generated tasks were able to differentiate appropriately, enabling students to access learning at an optimal level of challenge. Reduced procedural uncertainty enabled more targeted feedback and relational interaction, strengthening confidence and academic risk-taking. The intervention fostered a classroom culture characterised by collective perseverance and shared assurance. However, the effectiveness of AI-supported differentiation depended on deliberate teacher mediation and iterative refinement. The findings from this study may be valuable for educators seeking approaches to differentiation and exploring how emerging technologies can support inclusive pedagogy in girls’ schools without displacing professional expertise. -
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Connecting With Our Feelings: Using Collaboration to Strengthen Social and Emotional Skill Development in Year 3 GirlsKate Giles (2024) 2024This research project focused on one Year 3 class of 22 (8 and 9year-old) girls at Pymble Ladies’ College, an all-girls independent school in Sydney, Australia. The goal of this research project was to explore whether active collaboration techniques used in “Compass Directions” lessons would strengthen girls’ social and emotional skills. The Collaborative for Social, Emotional and Academic Learning (CASEL) framework (2012), was used as a basis for the teaching of these social and emotional skills, with a focus on self-management and self-awareness, which was identified by the Year 3 teachers as being a particular area of concern in their students. Through this project, the girls worked together to learn different practical strategies to assist them with their emotions. The lessons consisted of explicit teacher-led lessons and opportunities for the girls to collaborate in activities and share their thoughts and feelings. The student discussions further informed subsequent lessons and activities. The students also collaborated with their parents at home, teaching them the skills learnt in class and reflecting together. The project culminated in the students creating their own “toolkit” of specific activities and actions that they felt would assist them in managing their emotions when needed, demonstrating their personal skill development. Qualitative data were collected through surveys, observations, student work samples, student reflections, and interviews. These data were then analysed through the transcription of interviews, coding, and distilling of themes. The results indicate that the girls enjoyed the opportunities to collaborate with each other and with their parents to create their tool kits. They were able to articulate the skills and strategies that were of specific benefit to them when needing to manage and regulate their emotions, showing a growing understanding of themselves and development of their social and emotional skills. The students indicated that collaborating on the activities and sharing their personal feelings and thoughts helped to build and strengthen these connections, leading to consideration of other projects across different year groups to further grow community across the school. Implications of this research follow on from the students’ reporting of greater feelings of trust and connection with each other and their parents following this project. Facilitating more opportunities for this collaboration and connection will be a focus across all grades in the future when considering social and emotional learning opportunities. -
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. -
Developing Agency and Leadership in Year 12 Peer Mentor Girls Through the Co-Designing and Implementation of a Social Media WorkshopLaurie Garland (2025) 2025Girls in the 21st Century often aspire to be leaders, and we need to help develop their agency and leadership skills in our education setting, to give them the tools and skills to continue into the future. At Wycombe High School, I recruited our new cohort of 20 peer mentors and met with them for 12 weeks. During this time, we discussed different themes each week to help develop the students’ leadership skills as they planned and created a social media workshop to deliver to a Year 7 class. During this process, I implemented a mixed-methods approach to collect data, including questionnaires, interviews, journals, and video recordings, and identified the themes through my analysis. The findings indicate that the peer mentors’ confidence increased when co-designing and delivering the social media workshops. The peer mentors had full autonomy and independence over the project, which strengthened their agency. The peer mentors also became more aware of their own social media practices, and the relationship between the different year groups developed, which created a sense of connectedness. The Year 12 students were able to develop a sense of agency, thereby providing them with the opportunity to strengthen their leadership skills. To further advance this study, it would be necessary to create additional opportunities within the school for peer mentors and other student leaders to exercise greater agency in their educational and school-related experiences. Listen to Laurie's podcast ( or find it on our streaming channel ): Your browser does not support the audio element. -
Developing AI-Security Self-Efficacy Through Prompt Injection Research in a High School ClassroomThomas Heverin 2026In high school cybersecurity classrooms, girls often experience a confidence gap when confronting the unpredictable and ill-defined vulnerabilities of modern artificial intelligence systems. This action research project examined how shifting students from passive users of AI tools to adversarial investigators through prompt injection testing influenced the AI-security self-efficacy of 12 girls enrolled in a high school Cybersecurity and Ethical Hacking class at The Baldwin School. Pre- and post-action surveys, student reflections, interviews, and work artifacts provided a comprehensive dataset capturing students’ transition from technical uncertainty to investigative authority. Findings indicate that self-efficacy increased substantially when girls engaged in mastery-based experiences that positioned them as active security researchers. Through iterative experimentation and creative prompt design, students successfully bypassed AI safeguards and demonstrated significant gains in confidence in their ability to analyze, question, and test AI systems. The findings also suggest that hands-on exploration of AI vulnerabilities promotes systems-level thinking, critical inquiry, and ethical awareness. While discovering the fragility of AI guardrails initially produced skepticism about the reliability of these technologies, this realization ultimately strengthened students’ sense of responsibility and agency in evaluating emerging AI systems. Future research should examine how adversarial exploration of AI technologies influences girls’ long-term persistence in cybersecurity pathways and how investigative learning models can support AI literacy and confidence among girls in secondary education. Developing AI-Security Self-Efficacy Through Prompt Injection Research in a High School Classroom To prepare students to navigate and lead in a digital landscape defined by rapid technological disruption, they must be empowered to see themselves as sophisticated agents of change rather than passive consumers of technology. However, girls in advanced technical domains often face a significant confidence gap where their belief in their own capabilities, rather than their actual abilities, serves as the primary barrier to participation (Francis et al., 2024). This is particularly visible in high-stakes fields like cybersecurity, where technical uncertainty can lead to a hesitation or worry about learning. The development of self-efficacy, as a core component of agency, is therefore essential to enable girls to boldly thrive and assert their authority in technical domains that have traditionally felt exclusionary, including cybersecurity and artificial intelligence (AI). Furthermore, according to Chiu et al. (2025), understanding how AI works represents a key step to living a safe and healthy life in a society dominated by AI. -
Developing Discernment: The Intersection of Social Media, AI, and Critical Thinking for Year 6 GirlsHugh Earlam 2026This action research study sought to assess the impact of exposure to, and engagement with, generative artificial intelligence (Gen-AI) in a social media context, on girls’ critical thinking skills. The AI age has given birth to an unrealised deficit in discernment of what is, and what is not, real online; an issue this study intended to address. A class of 18 Year 6 girls (11-12 years old) from Seymour College, an independent all-girls Uniting Church school in Australia , were introduced to AI tools that were considered cutting edge at the time of the study and explored their impact on online media, such as video, image, and text generation. Students also created and engaged with their own non-digital social media platform to mimic the emotional experience of social media. These approaches set out to develop students’ critical thinking, focusing on the processes of inquiring, generating, analysing, and reflecting according to the Australian Curriculum and Reporting Authority (ACARA, 2026). This study used a mixed-methods approach to data collection through interviews, questionnaires, reflection, teacher observations, and student work. Findings identified that through prolonged exposure to AI-generated content, the students’ ability to think and speak critically improved. Students also built confidence in analysing content to seek its purpose and motivation. Most interestingly, students accepted the fact that social media will be part of their lives at some point, despite their newfound awareness of its pitfalls and risks. It is an interest of the researcher to assess the long-term efficacy of this intervention as the girls reach the age of 16, where, in Australia, social media will become legally available to them. An implication of this research is to see how soon this work can begin with younger students, and what possible interventions can assist girls who already use social media. -
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Developing Self-Efficacy Through Collaboration: Building Math Confidence in Grade 6 Girls Through Academic Discussion SkillsDuncan Flaherty (2025) 2025This action research study examined the impact of academic discussion skills on developing discipline-specific self-efficacy in two Grade 6 girls’ math classes using the R.E.A.L.® discussion framework. This intervention addressed the gender confidence gap in mathematics learning, whereby girls report lower levels of math confidence than boys in their peer group (Zander et al., 2020). Research shows that cooperative learning is an effective tool for teaching mathematical problem-solving in a whole class context (Klang et al., 2021), and that combining scaffolding for discussion skills and math content can increase conceptual understanding (Kazak et al., 2015). I contended that math discussion skills provide a mechanism to increase math self-efficacy through their capacity to enable mastery experiences, vicarious experiences, social persuasion, and positive emotional states, which are the primary sources of self-efficacy (Bandura, 1997). A math-specific version of the R.E.A.L.® discussion framework, initially developed for use in humanities classes, was generated in a collaboration between R.E.A.L.® and me and piloted during the six-week action research period. The research was conducted at Nashoba Brooks School in Concord, Massachusetts, USA. The project began with a student orientation to the R.E.A.L.® discussion framework, where students learned the primary tools (relate, evidence, ask, and listen) they would use during discussions, as well as how to prepare notes for discussions and write post-discussion reflections. Collected data were primarily 2 qualitative in discussion question preparation notes, reflection notes, student journal entries, field note observations, and video recordings of discussions. Quantitative data were collected through Likert scale surveys administered throughout the intervention to measure self-reported math self-efficacy. Data were analyzed through organization, description, and interpretation using a coding process that grouped data into frequently recurring themes (Mertler, 2020). This action research study found that math-specific academic discussion skills using the R.E.A.L.® framework increased student confidence when discussing and understanding math material. Specifically, the R.E.A.L.® discussions generated evidence of growth in all four areas of self-efficacy development as outlined by Bandura (1997). The findings are significant for math educators and leaders in girls’ schools as they suggest that math-specific academic discussion skills are effective in closing the gender confidence gap in mathematics learning. Future practice should incorporate explicit teaching of discussion skills alongside other constructivist modes of instruction to maximize self-efficacy development opportunities in math classes. -
Empowering Design Thinking: The Role of Socratic AI Feedback in Developing Year 9 Girls’ Agency in Design EducationDavid Bratton 2026This action research project investigated the impact of automated, non-judgemental feedback on the agency of Year 9 girls within design and technology. To address the fear of failure and design fixation that often impede adolescent girls, I implemented a customised AI architect tool to support the design process and act as a supportive coach. This intervention transformed traditional, prescriptive teacher feedback into a space to receive low-stakes coaching dialogue. As part of a 13-week project at Bromley High School, students conducted an independent audit of the school site to pinpoint localised environmental problems and, in response, designed corresponding architectural solutions. The research followed a mixed-methods approach across three iterative cycles. While I initially provided various expert personas to support students in auditing the school site, recognising suitable locations, and constructing a formal design brief, the most effective feedback was Socratic in nature. By prioritising questioning over solution-giving, the AI encouraged critical thinking and empowered students to justify their own design decisions. An analysis of longitudinal growth in student voice, choice, and ownership, utilising reflection logs, interviews and questionnaires to gather qualitative insights, alongside quantitative data from radar charts. Findings revealed that this Socratic coaching model increased student confidence in independent decision-making. My research demonstrates that Socratic AI serves as a vital sounding board for creative risk-taking, addressing the fear of failure by enabling students to critically evaluate their ideas and reinforce design decisions through enhanced technical awareness. Building on this project, I intend to transform the design classroom into a space where the fear of failure is replaced by a culture of reflective and critical thinking across all age groups. I will implement Socratic feedback further by becoming a facilitator who encourages students to recognise and apply their own knowledge rather than providing the answers myself. For older students, AI assistants will serve as a vital sounding board, providing a dedicated space for Socratic learning and critical reflection that empowers them to validate their own ideas. -
Empowering Environmental Guardians: Using Collaborative Systems Thinking to Solve Real-World Problems in a Year 10 Girls’ Science ClassroomAlex van der Loos 2024This action research study delves into the intersection of systems thinking, collaborative skills, and the empowerment of 14–15-year-old girls in a Year 10 Science classroom as kaitiaki (environmental guardians). The project aimed to enhance the confidence and collaborative capabilities of the girls through the implementation of systems thinking techniques within the context of an environmental awareness campaign centred around a local waterway, Wairau Creek. In teacher-selected teams of 4-6 students, the girls were granted autonomy in structuring their collaborative groups, with no predefined roles or instructions provided. Emphasising the interconnectedness of environmental systems, the curriculum guided students through the exploration of a nearby creek, conducting water health assessments and engaging with community experts to gain insights into the challenges facing the waterway. This study builds on existing literature regarding systems thinking, extending its application to address a notable gap – the impact on, and implications for, girls' collaborative skills. By allowing students the freedom to apply systems thinking as they deemed appropriate, this research uncovered how such an approach influences the development of teamwork, relationships, communication, and leadership skills among girls, with an aim to be shared with different departments across the school and to be easily implemented at any year level by educators across the globe. -
Encouraging Risk-Taking in Year 12 Girls Through a Collaborative Approach to Solving Non-Routine Questions in Higher Level MathematicsJanet Hunter (2023) 2023Maximising examination readiness for Year 12 students between the internal “trial” examinations and the final state matriculation examinations six school weeks later is always a challenge, especially in the higher levels of Mathematics. Traditionally girls complete a practice paper each week, correct their mistakes, then move onto the next one. They do not necessarily master the techniques they were unable to do or got wrong in the practice papers, leaving them open to the same errors in the final examination. This research project addresses this preparation loophole for a group of ten pre-matriculation girls studying the elite course, Mathematics Extension 2 in New South Wales, Australia. Three elements for girls’ success were identified and implemented as the action of this action research project: first, facilitating Year 12 girls to work collaboratively on mathematical problems to increase confidence; second, working on difficult, non-routine mathematical problems; and third, not providing solutions to mathematical problems. The results are encouraging and suggest that confidence increases by working collaboratively to the point where girls are fearless and ready to attempt questions individually; the skill required for success in the final external matriculation examination. -
Examining the impact of a project based learning approach to teaching French how does it encourage confidence and self efficacy in girls independent problem solvingJo Orgill (2021) 2021Over the course of 15 lessons from September to November 2021, I undertook a project-based learning (PBL) approach to teaching French with 15 Year 8 girls. They worked independently to produce a video tour of their school for our partner school in France. In a mixed-methods research design, I examined the impact of this student-centered approach to language learning on the girls’ self-efficacy, confidence, and independent problem-solving skills. The PBL approach resulted in high pupil engagement, increased self-efficacy over time, as well as enhanced attainment and ability to problem-solve independently. The results led me to reflect on the importance of collaboration for girls in my setting as well as my use of pupil voice in my practice. This study contributes to the literature on self-efficacy in language-learning, with a particular focus on the benefits of a PBL approach for girls. -
Exploring Conceptual and Critical Thinking: Using GenAI to Enhance Year 9 Girls' Understanding of Scientific ModelsLinda Zhe Jue Chui 2026This action research investigated the integration of generative artificial intelligence (GenAI) to support the development of conceptual and critical thinking in Year 9 (14–15-year-old) girls through scientific modelling. In school science classrooms, models are frequently used to introduce new content and abstract concepts; however, within the constraints of the densely packed New South Wales curriculum, in-class opportunities for explicit evaluation and critiques of models are often compromised. Consequently, students may continue to perceive science as a subject reliant on rote learning rather than requiring deep conceptual understanding. Over a 12-week period, a range of scientific models was introduced as course content progressed. These included physical models constructed by students, GenAI-generated models produced using CanvaAI, and evaluative tasks supported by both CanvaAI and Microsoft Copilot. Students were required to compare, critique, and refine these models, and, in some instances, receive written feedback from Copilot on evaluative modelling responses. Findings indicate growth in girls’ conceptual understanding, particularly through the comparison of GenAI-generated models with physical representations. Increased evidence of active learning was also observed during these modelling and evaluation tasks. However, for some students, limitations in their scientific knowledge contributed to instances of metacognitive laziness, particularly when tasks required higher-order evaluative judgement while comparing their own work with GenAI outputs. Overall, students were able to pause and review GenAI outputs with greater precautions. They also included more appropriate details when answering scientific modelling questions that required their applications of evaluative skills, demonstrating improved critical thinking skills. -
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Exploring positive leadership development strategies for adolescent girlsEva et al. 2021Most leaders experience their first exposure to “formal development training in adolescence” (Eva et al., 2021, p. 1). Despite many intervention programmes across many environments, a leadership gender gap still persists. In an effort to address this gap, researchers from Monash University, the University of Edinburgh and the University of Sydney have been considering research about adolescent girls’ leadership development. To date, this research has occurred across a range of disciplines and has become fragmented with a variety of theories and approaches. The authors have brought together a comprehensive review of 108 papers on this topic, published from 2000 to 2019. Through this review, they have identified five themes that “hold important implications for the leader development of adolescent girls” (Eva et al., 2021, p. 1). This is an important topic for educators in girls’ schools across Australasia. Many programmes exist to encourage leadership development in adolescent girls, yet the leadership gender gap persists in numerous industries. The outcomes of this research are important for educators as it brings together important perspectives on this topic that can influence how girls interact with leadership development opportunities at this crucial age. Adolescence is a “critical time to examine leader development” (Eva et al., 2021, p. 1) This is particularly important when considering how adolescent girls view “ who is a leader and what leadership looks like” (Eva et al., 2021, p. 1). The researchers consulted existing published literature and developed two advisory groups to give input into the project. Participants in these groups included board members from a secondary girls’ school and researchers from a range of fields. The project identified five broad themes about adolescent girls’ leader development: “(1) Leader emergency, motivation and identity; (2) Relationships with peers and adults; (3) Varieties of leader development opportunities; (4) Exercising agency in leader development programs; and (5) Integration of leader development into the school curriculum” (Eva et al., 2021, p. 4). Adolescent girls’ leader emergence, motivation, and identity was one of the “most prominent themes” observed. There was clearly an emphasis on conceptualising leader emergence as “a combination of self, other, and role attainment” (Eva et al., 2021, p. 4). The literature exhibited examples of single-sex educational environments where girls cited feelings of freedom from “gender-based leader stereotypes” (Eva et al., 2021, p. 6). Girls’ motivations to lead reflected a focus on affect, with girls perceiving leadership roles “as an opportunity to make meaningful change… rather than just doing (social normative) jobs for teachers” (Eva et al., 2021, p. 6). When girls see positive outcomes as a result of their leadership actions, they are also more likely to continue or seek leadership positions. Two key themes about leadership identity emerged during the project. The first suggested that girls view leadership as an inherently gendered role. The second instead suggested an absence of this stereotype, where leadership is instead viewed as a “relatively stable set of meanings associated with a particular role” (Eva et al., 2021, p. 6). This poses important considerations for girls who do not consider themselves to be “leadership material”, especially if they are facing barriers to their leadership aspirations. Interpersonal relationships can have a significant influence on girls’ leadership aspirations, especially if these relationships encourage gendered behavioural cues. The research surveyed showed that girls consider whether or not peers offer encouragement in relation to leadership roles, thereby showing the benefit of “positive relationships with each other” (Eva et al., 2021, p. 7). Other relationships of critical importance are those “between adolescent girls and adult figures such as teachers, parents, mentors and program leaders” (Eva et al., 2021, p. 7). In particular, relationships with a mentoring component have been shown to help “deconstruct gender stereotyping” through networking, mentoring, and opportunities to use their own voice and leadership skills (Eva et al., 2021, p. 7). This means mentors and educators must remain acutely aware of “implicit assumptions and gender bias regarding leadership” when engaging with adolescent girls (Eva et al., 2021, p. 7). A significant amount of research has been devoted to the range of leadership development opportunities available to girls. This includes opportunities where girls are required to combine multiple skills in their leadership positions, and those that are instead focussed on “a specific content area” (Eva et al., 2021, p. 8). The authors particularly observed that in some areas, participation alone is not sufficient for engender the development of leadership skills. Rather, these skills must still be “intentionally taught or learned” (Ev