Creating the Conditions for Girls to Thrive
Educating girls effectively is not about claiming one approach works for every girl. It’s about understanding how different learning environments shape confidence, engagement, and aspiration, particularly during adolescence.
UK, Irish and OECD*based research indicates that single‑sex education does not automatically lead to higher academic attainment, but can create conditions that support girls’ confidence, classroom participation and freedom from gender stereotyping when delivered with clear educational intent and high‑quality teaching. Research also recognises that girls are not a uniform group, and that individual needs, personalities and experiences differ widely within any school setting.
1. Academic outcomes: attainment and context
Large‑scale studies using Irish and international assessment data show that girls in single‑sex and co‑educational schools achieve broadly similar academic results once factors such as prior attainment, socio‑economic background and school selectivity are considered.
This evidence challenges simplistic claims that structure alone determines outcomes, and reinforces the importance of teaching quality, curriculum design, and school culture. Evidence consistently shows that it is how a school uses its context, rather than the context alone, that shapes pupils’ academic experience.
At Burgess Hill Girls, academic success is underpinned by high expectations, subject expertise and evidence‑informed teaching within an environment intentionally designed around how girls learn and participate.
2. Confidence, participation and learning culture
Research published by UK higher‑education institutions suggests that girls in all‑girls schools are often more confident when contributing to classroom discussion and more willing to take intellectual risks, particularly during secondary school.
A UK‑based systematic review examining single‑sex and co‑educational settings found that learning environments can influence:
- pupils’ willingness to participate orally
- perceptions of confidence and academic identity
- the extent to which gender norms shape classroom behaviour
These outcomes are not automatic but are more likely where learning cultures actively minimise gendered expectations and encourage all students to see academic challenges as normal and achievable.
3. Gender stereotypes, subject confidence and choice
OECD* research, widely used in UK education policy and inspection frameworks, shows that gender stereotyping continues to play a significant role in shaping students’ subject confidence and aspirations, particularly in STEM pathways.
Evidence suggests that environments which consciously challenge stereotypes and normalise female academic authority can support:
- stronger self‑belief in traditionally gender‑imbalanced subjects
- greater likelihood of girls continuing with STEM subjects post‑16
- broader perceptions of what is “for me” academically
This helps explain why many girls’ schools like ours prioritise visible role models, inclusive curriculum design and encouragement across all subject areas, recognising that aspiration is shaped by culture as much as by capability.
4. Leadership, agency and aspiration
UK‑ and Ireland‑relevant research indicates that girls educated in single‑sex environments are more likely to see leadership as a normal part of female identity, reporting greater confidence in taking responsibility and influence within an educational setting.
Researchers emphasise that when leadership opportunities are not filtered through gender expectations, girls are more willing to step forward, an effect shaped by intention and practice rather than by structure alone.
This research underpins our emphasis on leadership opportunities for all students, from classroom discussion and teamwork for girls of all ages to formal positions of responsibility like The School Council and School Officers.
5. Wellbeing, relationships and preparation for the wider world
Evidence from UK and Irish literature is clear that no school model removes the social and emotional complexities of adolescence. Wellbeing outcomes are influenced most strongly by:
- the quality of relationships and pastoral support
- a sense of belonging and psychological safety
- open conversations about confidence, resilience and identity
Research also suggests that the confidence developed in single‑sex settings is most effective when schools provide intentional opportunities for collaboration, debate and engagement beyond the immediate school environment. An evidence‑based girls’ school therefore prepares pupils not only to thrive within school, but to participate confidently in the wider, mixed‑gender world.
6. What this evidence means in practice at Burgess Hill Girls
Grounded in this research, our approach places emphasis on:
- curriculum choices that actively challenge gendered assumptions
- encouragement and ambition across all subject areas
- leadership opportunities from an early age
- teaching approaches that prioritise participation, voice and intellectual curiosity
This is not about removing challenges, but about ensuring that challenge is approached with confidence, support, and high expectation.
An evidence‑based philosophy
Current UK, Irish and OECD research suggests that single‑sex education is neither a universal solution nor an inherent advantage but can be highly effective when combined with intentional practice, inclusive values and excellent teaching.
At Burgess Hill Girls, this means:
- designing learning with girls’ development in mind
- challenging limiting assumptions rather than reinforcing them
- grounding educational practice in evidence, reflection and continual improvement
Our aim is to create the perfect conditions in which girls are most likely to grow, academically, personally and socially.
Sources
This page reflects current UK, Irish and OECD educational research as of 2024–2025.
- Pahlke, E. & Hyde, J. S. (2016). The Debate Over Single‑Sex Schooling. Child Development Perspectives, Oxford Academic. (2,3,4)
- Sen, A. et al. (2024). Between Gendered Walls: A Systematic Review on Single‑Sex and Co‑Educational Settings. Lancaster University. (2,3,4,5,6)
- Clavel, J. G. & Flannery, D. (2023). Single‑sex schooling, gender and educational performance: Evidence using PISA data from Ireland. British Educational Research Journal. (2,3)
- OECD (2022). Gender stereotypes in education: Policies and practices to address gender stereotyping. OECD Education Working Paper No. 271. (2)
- OECD (2023). Gender, Education, and Skills. OECD Publishing. (2,3)
