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


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

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

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

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).

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)

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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