There is simply no doubt that single-sex education benefits girls.

Every aspect of teaching and learning is tailored to the needs of girls, developing their confidence and empowering them to pursue any direction their talents lead them. An all-girls’ environment shapes the self-confidence of students and supports them in overcoming gender biases and stereotypes.

The latest research, commissioned by Alliance of Girls’ Schools Australasia (AGSA) and conducted by Macquarie Marketing Group (MMG), shows that girls at single-sex schools outperform girls from co-educational schools on academic measures, social and emotional outcomes, and also other aspects of wellbeing.

The findings indicate that girls from single-sex schools:

  • Have 35% higher intentions of completing a degree or doctorate.
  • Scored up to 10 percentage points higher on academic tests of science, mathematics and literacy.
  • Scored 10 percentage points higher on measures of science knowledge and confidence.
  • Scored up to 7 percentage points higher on measures of reading evaluation and reflection, and locating and understanding information.

It further establishes that girls from single-sex schools are more likely to report:

  • Never or almost never experiencing bullying (79% vs 71% in co-educational environments)
  • Never or hardly ever experiencing disruptions in science classes (30% vs 21% in co-educational environments)
  • Never or hardly ever changing in non-attendance behaviours, like skipping school (74% vs 66% in co-educational environments)
  • Making friends and feeling they belong at school (74% vs 70% in co-educational environments)

It shows that girls from single-sex schools excel on measures including academic achievement in science, mathematics and literacy; academic engagement; teacher effectiveness; and measures of school belonging.

You can read the full report HERE.

This is an important piece of research because it further strengthens our advocacy for an all girls’ education.

Throughout this year, we have been offering virtual webinar presentations which run for 40 minutes and are followed by an online Q&A with key staff and current students.

When a prospective family asked a current student what she felt was the difference between her old co-educational primary school and Lauriston, she told them that her ability to learn had improved; that her teacher went through the work and she could ask as many questions as she liked until she understood without feeling embarrassed or self-conscious. She also commented that she was able to concentrate more fully in class and was motivated to learn and listen to her peers. The family was struck by her confidence in sharing this insight.

In a girls’ school, the learning is tailored for the needs of girls and our girls have the full attention of the teacher who has established a learning environment in her/his classroom. They are free to be who they want to be, both in the classroom and outside.

Our Lauriston girls also develop a strong sense of belonging to their school and form strong ties with their peers which last well beyond school. The knowledge that they have the support of their peers further enables the building of self-confidence and self-esteem.

This was highlighted recently by a parent of a student from the Class of 2019, who shared how supportive her daughter’s peers had been of each other throughout the COVID-19 pandemic when they were unable to participate in face-to-face classes or socialise and meet new friends at university.

The research cements our view that girls’ schools provide a solid foundation for our students in their academic learning and wellbeing. When girls feel that they are part of a school that focuses entirely on their learning and personal growth needs, they will flourish and feel confident to pursue their interests and learn about themselves.

FURTHER RESEARCH AND ARTICLES