Reports on single-sex education for girls

Report finds sex-based bullying is rife: improved consent education and adult response to incidents vital to combat sexism in schools (Connolly, 2022)

According to a report released by Helen Connolly, South Australia’s (SA) Commissioner for Children and Young People, sexism and stereotyping are now considered a “normal part” of school culture with sex-based bullying incidents “generally not reported due to a belief that nothing can or will be done about it”. The SA-based research team conducted interviews and focus groups with 365 children and young adults from diverse backgrounds from the metropolitan Adelaide area (from both schools and non-government organisations). The data revealed a high instance of stereotypes and sexism in the lived experiences of South Australian school students, especially girls and young women when males are present in the learning environment. Download the full report here.

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

This report is an analysis of the OECD’s PISA data from 2015 and 2018. The Alliance commissioned the Macquarie Marketing Group (MMG) to analyse the data and compare the results for girls from single-sex schools with girls from co-educational schools in Australia and New Zealand. The findings are overwhelmingly positive for girls’ schools. Available here.

A review of the research literature on single-sex education for girls (2020)

While there’s an abundance of research to support the case for girls’ schools it can often be time consuming and difficult to find. This comprehensive literature review synthesises research findings from around the world into one report confirming the benefits of a girls’ school education. Available here.

Fostering academic and social engagement: An investigation into the effects of all-girls education in the transition to university – Executive summary (2018)

An American study of nearly 6,000 incoming female university students has found that graduates of all-girl schools are more likely to show higher levels of science self-confidence, consider themselves critical thinkers, score higher on measures of academic habits of mind, and demonstrate stronger study habits (Riggers-Piehl, T., Lim, G., & King, K., December 2018). Download here.

Hands up for gender equality: Confidence and career intentions of adolescent girls and boys (2018)

The Hands up for Gender Equality study, based on a survey of over 10,000 students in Years 7 to 11 from Queensland’s top performing girls’ and boys’ schools has found that self-confidence in single-sex schools is “gender neutral” (Fitzsimmons, Yates & Callan, 2018). Download here.

Girls-only education: The GDST perspective (2018)

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 (Stannard, August 2018). Download here.

Single-sex versus co-educational schooling and STEM pathways: Final report (2017)

A report commissioned by the Alliance of Girls’ Schools Australasia has found that girls in single-sex schools in Victoria are more likely than girls in co-educational schools to study chemistry, intermediate mathematics, advanced mathematics and physics in their senior years (Forgasz & Leder, October 2017). Download here.

Steeped in learning: The student experience at an all-girls school – Executive summary (2014)

A report prepared for the National Coalition of Girls’ Schools (US) — based on the survey data of over 5,000 girls from girls’ schools and 5,000 girls from co-educational schools — found that girls from girls’ schools have higher aspirations and motivation, are more challenged, are more actively engaged in the learning process, and experience higher levels of support from teachers and classmates than girls’ in co-educational schools (Holmgren, 2014). Download here.