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].


Motivation and engagement with physics: Girls in single-sex and co-educational classrooms (Abraham & Barker, 2018)

June 2019

An Australian study examining girls’ motivation and engagement in Year 11 physics in single-sex and co-educational schools has found that girls displayed high confidence levels in their ability to do physics and its usefulness for their future. The girls’ responses also indicated that they enjoyed studying physics, but some differences…

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Adolescents’ perspectives on school choice in New Zealand (Mandic et al., 2018)

May 2019

A New Zealand study examining school choice among adolescents in Dunedin where students can attend twelve public secondary schools (five co-educational schools, four single-sex girls’ schools and three single-sex boys’ schools), has found that the decision about school choice was made mainly by parents and students together (46%), followed by…

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Longitudinal trajectories of mental health in Australian children (Christensen et al., 2017)

May 2019

An Australian study exploring the significance and longevity of a range of factors on the mental health trajectories of Australian children has found that family socio-economic status, maternal mental health, maternal warmth and hostility, and child temperament are important factors that have long-term, inter-generational effects on mental health outcomes (Christensen,…

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Girls-only education: The GDST perspective (Stannard, August 2018).

April 2019

Dr Kevin Stannard, Director of Innovation and Learning at the Girls’ Day School Trust (UK), summarises the recent research on single-sex education, neuroscience, gender stereotyping and pedagogy, concluding that there is strong evidence that girls-only education leads to higher academic achievement, greater diversity of subject choice, and enhanced career progression…

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‘More than boy, girl, male, female’: Exploring school students’ views on gender diversity (Bragg et al., 2018)

April 2019

A study by Bragg, Renold, Ringrose and Jackson employed data from school students in England to explore young people’s contemporary understandings and experiences of gender and gender diversity. The findings of their study revealed transformations in the ways in which gender is being understood among young people today, evidenced by…

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Risk taking and competition in an all-girls school (Laury, Lee & Schnier, 2019)

March 2019

An experiment conducted by American researchers has found that female students from a single-sex school are more competitive than their female counterparts in a closely-matched co-educational school and, furthermore, their competitive behaviours are comparable to that of co-educated males (Laury, Lee & Schneir, 2019, pp. 1-2). In addition, girls from…

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