New Research

Providing current research to our members is a strategic priority for the Alliance. We deliver access to valuable resources and anaylsis of the latest research findings relevant to educators of girls. If you have any suggestions for research topics or feedback on our research collateral, please contact our Research Officer, Jan Richardson (e) [email protected].

Access to some areas listed below is restricted to member schools. For more information or member access, please contact Loren Bridge (t) +61 7 55210749 (e) [email protected].


New Zealand secondary school principals reflect on leading through the first COVID-19 lockdown (Thornton, 2021)

January 2021

In March 2020, New Zealand schools entered a seven-week lockdown in response to the COVID-19 pandemic. Principals faced multiple challenges including preparing staff and students for online teaching and learning, supporting teacher and student wellbeing, and communicating clearly with school stakeholders. In this study by Kate Thornton of Victoria University…

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Adolescent sleep and school performance (Sharman & Illingworth, 2020)

January 2021

Researchers from Oxford University’s Sleep and Circadian Neuroscience Institute have explored the relationship between sleep and school performance among adolescents. Rachel Sharman and Gaby Illingworth’s review outlines several barriers to quality sleep in adolescence and the impact of sleep deprivation on educational performance. They also review the effectiveness of interventions…

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Academic burnout in girls and boys (Vinter, Aus & Arro, 2020)

January 2021

A study by Estonian researchers has found that girls in middle school report significantly higher levels of academic burnout than boys. Academic burnout is a serious problem associated with “falling off the educational track” and, for girls, is particularly associated with a constant focus on negative thoughts or ‘rumination’, write…

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A comparison of outcomes for girls from single-sex and co-educational schools using PISA data (MMG, 2020)

November 2020

A 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…

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Sexualised gender stereotypes predict girls’ academic self-efficacy and motivation (Spears Brown, 2019)

October 2020

A 2019 study by Professor Christia Spears Brown from the University of Kentucky has concluded that by Grade 7, “boys and girls perceive girls’ sexualized attractiveness to be incompatible with intelligence and competence”. Furthermore, girls who endorsed sexualised gender stereotypes in Grade 7 had lower levels of academic self-efficacy and…

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Gendered practices in sport (Schmitt, Atencio & Sempé, 2020)

October 2020

A study of the gendered nature of mixed-sex sailing programs for school students aged 14-18 in France and the United States concluded that “young men were viewed as being more legitimate participants and regularly took up the role of lead skipper — young women were considered secondary participants and were…

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Alliance research guide on boarding (2020)

October 2020

In recent years, boarding schools in Australia, New Zealand and around the world have seen a period of transformation with many incorporating weekly boarding, flexible boarding and/or evening study and activity programs to accommodate increasingly busy professional families and their children. Boarding schools have also seen an increasing emphasis on…

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Alliance research guide on sleep and school start times (2020)

September 2020

Research on sleep and school start times suggests that school start times should be pushed to later in the morning — with some studies suggesting that secondary school should be moved to the afternoon or evenings — as teens’ circadian rhythms are aligned to staying up late and sleeping later…

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