St Peter’s Girls prides itself on delivering a holistic education of the highest standard that focuses solely on what is best for girls. I am so proud to be working together with a staff dedicated to the Sisters’ vision and mission, though sometimes being immersed in the daily routine it is easy to take for granted what our School does for girls. Whenever I visit another school or engage in a professional conversation with peers from co-educational schools, I am reminded of how special our all-girls environment is and the parents’ significant decision in choosing Saints Girls for their daughters.
Last year the peak body for the education of girls in Australasia, the National Coalition of Girls’ Schools (NCGS), joined forces with the International Coalition of Girls’ Schools (ICGS), which supports girls’ schools in Europe, the Americas, Africa, Asia and Australia. One of their most recent research projects across twelve countries examined “The Positive Effects of the Girls’ School Environment: An Analysis of PISA Data”. I would like to take this opportunity to share with you some of their key findings, with more to come in a future newsletter.
Developing Leadership Skills
Girls’ schools empower students to become bold leaders:
- At girls’ schools, girls demonstrate great confidence in female leadership and become increasingly interested in leadership positions themselves. Data suggests that girls at co-educational schools become less interested in leadership positions.
Dr. Katherine Kinzler, Professor in the Department of Psychology at the University of Chicago and Visiting Professor in the Department of Psychology at Cornell University. - 93% of girls’ school graduates say they were offered greater leadership opportunities than co-educated peers and 80% have held leadership positions since graduating from high school.
Goodman Research Group, The Girls’ School Experience: A Survey of Young Alumnae of Single-Sex Schools.
At Saints Girls every student is provided the opportunity to lead in both formal and informal roles. Our girls are supported to be leaders in the classroom, during co-curricular activities, camps, and excursions. Each year we witness an overwhelming number of students who wish to accept the responsibility of having an official leadership role in the Student Representative Council (SRC), leading a club, captaining a sports team, leading an ensemble, or becoming a Prefect or House Leader. This enthusiasm and confidence for taking on leadership is part of being a Saints Girl.
Building Self-Confidence
A girl occupies every role in all-girls learning environments:
- Girls’ school students show more confidence compared to girls in co-educational schools, which might explain why girls’ schools typically do better academically and are more likely to choose to study STEM subjects than girls in co-ed schools.
AQR International (Psychometric Test Publisher). - All-girls settings seem to provide girls a certain comfort level that helps them develop greater self-confidence and broader interests, especially as they approach adolescence.
Dr. Rosemary C. Salomone, St. John’s University, Same, Different, Equal: Rethinking Single-Sex Schooling. - A majority of girls school graduates report higher self-confidence than their co-educated peers
Dr. Linda Sax, UCLA, Women Graduates of Single-Sex and Co-educational High Schools: Differences in their Characteristics and the Transition to College.
One example at Saints Girls that stands out is the exceptional work carried out by our Prefects during tour days, warmly welcoming prospective parents and students. Their ability to confidently address large, unfamiliar audiences is a direct result of opportunities provided to them to lead and develop their skills, starting from our Early Learners’ Centre. During every tour, I’ve heard these Prefects share with prospective families and children that they once doubted their potential to become leaders, especially due to their fear of public speaking when they were younger. They always thank the staff for supporting them to take risks and fostering a belief in themselves while navigating the inevitable challenges that come with growing up.
Dedication to How Girls Learn
All-girls learning environments capitalise on girls’ unique learning styles:
- More positive academic and behavioural interactions were observed between teachers and students in single-sex schools than in comparison to co-educational schools.
U.S. Department of Education, Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics.
The teaching staff at Saints Girls are experts in the pedagogies that best suit the learning needs of girls. Temporary Replacement Teachers and visiting teachers continually share their observations with me about the outstanding engagement in learning they see across the School. Our students feel comfortable and stay focused in a robust learning environment. They enjoy the challenges of deep learning and are happy to work collaboratively or independently, knowing they can always seek help from a highly skilled teaching cohort.
Academic Achievement
All-girls learning environments create a culture of achievement:
- Females especially do better academically in single-sex schools and colleges across a variety of cultures. Single-sex schools help to improve student achievement.
Dr. Cornelius Riordan, Providence College, Girls and Boys in School: Together or Separate? - Nearly 80% of girls’ school students report most of their classes challenge them to achieve their full academic potential, compared to only 44% of girls at co-educational public schools.
Dr. Richard A. Holmgren, Allegheny College, Steeped in Learning: The Student Experience at All-Girls Schools. - More than 80% of girls’ school graduates consider their academic performance highly successful.
Dr. Linda Sax, UCLA, Women Graduates of Single-Sex and Co-educational High Schools: Differences in their Characteristics and the Transition to College.
Our outstanding ATAR results, prizes in Mathematics and Science Competitions, prizes in Public Speaking, successes in the da Vinci Decathlon, awards in Music, Sport, Dance, Tech and many more, speak for themselves.
While we have long known how successful girls’ schools have been in all states in Australia, it is inspiring to know that research from the wider world reinforces the decisions and choices we make each day, enabling our girls to grow and flourish in a culture and learning environment that best meets their needs.
With the beginning of Term 3 here, I extend a warm welcome to all new and returning families and students. Here’s to another enriching and productive term, filled with opportunities for every student to thrive and achieve their goals.