Research Library

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. Subscription-only academic research articles, as well as open access articles and reports by governments, universities and major organisations are summarised for members, highlighting themes and topics of particular relevance to the education of girls, including academic performance, mental health, leadership, neuroscience, single-sex education, STEM, wellbeing, and work and careers.

With over 400 research abstracts, including over 160 related to single-sex education, many of which summarise research from subscription-only academic journals, the Alliance Research Library provides an unparalleled source of information on single-sex education for girls.

Library access and membership:

Free library membership and access is available for all staff of Alliance member schools, simply complete the access request form to receive your personalised login.

Annual library subscription for non-Alliance members costs AUD550

$550.00JOIN

For more information or member access, please contact Loren Bridge (t) +61 7 5521 0749 (e) [email protected]

Girls’ experience of sexual harassment by boys in co-educational schools (Shute, Owens & Slee, 2016)

An Australian study has built on previous research showing that girls, particularly in co-educational environments, are at increased risk of reporting sexually-toned bullying behaviours through investigating sexual harassment and aggression in five co-educational schools in South Australia. As a result, the researchers have called for the adaptation of a popular…

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Do disordered eating behaviours in girls vary by school characteristics? (Bould et al., 2018)

Using longitudinal data from the UK, researchers have investigated whether there is a link between disordered eating behaviours (binge eating, purging, fasting, restrictive eating, and fear of weight gain) and body dissatisfaction clusters in particular schools or by school type. The researchers found no evidence of body dissatisfaction clustering by…

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Tracking gender stereotypes in kindergarten (Meland & Kaltvedt, 2019)

Norwegian researchers have found that kindergarten staff contribute to upholding traditional gender stereotypes, treating girls and boys differently, despite the Norwegian Gender Equality Act requiring kindergartens and schools to focus on equality and avoid gender stereotyping. In contrast, the study found that kindergarten-age girls and boys challenge prevailing gender structures…

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Position paper for guiding response to nonsuicidal self-injury in schools (Hasking et al., 2016)

A position paper by international experts in nonsuicidal self-injury (NSSI), including lead author Penelope Hasking from Curtin University (WA), sets out best-practice guidelines for addressing NSSI in schools. The position paper also outlines the importance of a school protocol, the key features that all school protocols should contain, and how…

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Having it all? Adolescent girls’ perceptions of stress in girls’ schools (Spencer et al., 2018)

An American study led by Renée Spencer of Boston University has investigated the relationship between affluence, single-sex schooling and psychosocial distress among adolescent girls. Research has suggested that girls at all-girl schools enjoy advantages over co-educated girls in terms of greater support from teachers and peers (Holmgren, 2014) and protective…

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Social-emotional functioning in kindergarten and early-onset mental health conditions (Thomson et al., 2019)

A Canadian study has found that just over 40% of children enter school with vulnerabilities in social-emotional functioning that are associated with early-onset mental health conditions. Researchers examined the social-emotional functioning profiles of over 34,000 children attending kindergarten (age 5) and to what extent they are related to early-onset mental…

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