​Based on educational research and our experience, we know single-sex education offers girls the greatest chance to ignore stereotypes, develop strong self-worth and grow in confidence.

Studies have concluded that all-girls’ schools were more frequently associated with higher career aspirations, improved test scores and better learning climates for students.

In a co-education classroom, boys take up more than two thirds of a teacher’s time. We make no apologies for giving girls our undivided attention.

Our learning environment is tailored to their needs and interests, and surroundings by other girls, they show fewer inhibitions and take more positive risks.

In an all-girls School girls take on leadership roles and are surrounded by strong female role models. Young women graduate from a girls’ school not only ready to take their place in the world as a person of equal intellectual stature, but also knowing they are capable of leading.

Studies have shown girls in single-sex schools are more likely to have:

  • Higher participation in Physics and upper levels of Mathematics courses
  • High occupational status in terms of acquiring leadership roles
  • A stronger sense of capability, positive attitude and increased engagement in Mathematics and Science courses;
  • Higher achievement test scores
  • A decrease in stereotypical views
  • More student-teacher interaction and increased focus on class work
  • More engagement during Science and Mathematics classes.

(Lee & Lockheed, 1990; Stables, 1990; Steinback & Gwitzdala 1995; Watson, Quatman & Edler, 2002; Rowe, 2003) – reproduced with permission from the Alliance of Girls’ School brochure “Why a Girls’ School?”

Other research and articles