A good education must be one of the greatest gifts any parent can bestow on their child. An education, ideally, that will instil a love of learning and a belief that learning is for life. A basis to build both knowledge and values, which will provide a springboard for life in its broadest sense. But there are issues to be considered as to whether this education in the context of the 21st century should be gender-specific or whether our society is so geared to equality and equal opportunities that this is now irrelevant.
One may wish to consider whether the needs of the class or the interests of the individual should be regarded as the priority within a school. Inevitably, this relates to the individual development of girls and boys, especially during the adolescent years of secondary education. Are there any truths in the gender stereotypes, such as the recent popular psychology that ‘women are from Venus, men are from Mars’? Whatever the basis for our beliefs, there is evidence to support the case that there are significant differences between girls and boys, which both schools and parents should consider when determining the choice of education. Certainly, the education offered needs to be ‘fit for purpose’ and, as far as possible, appropriate to the needs and possible aspirations of the child.
Single-sex versus co-education
What are the components of a good education, and how are these best delivered? Choice and opportunities within the curriculum remain key yardsticks of a good education, but so too does the quality of the education on offer. Standards of achievement, of course, can be assessed by reference to statistical information available in the form of examination results, but the quality of the educational experience should also be considered. Evidence relating to the staffing standards, size of classes and level of pastoral care remains especially pertinent in these areas.
Yet the reality remains clear – many girls and boys may well be better supported and subsequently more successful in a single-sex environment. This is certainly true for many girls, as can be seen from the success of girls’ schools that continually top the league tables. My years as a teacher, as head of two co-educational international schools and as head of a single-sex girls’ boarding school have convinced me that, for many, a single-sex school provides a much more effective educational environment. This conclusion would have astonished me at the start of my career, but the evidence of the benefits for girls is overwhelming.
The benefits of single-sex schools
Evidence suggests that girls perform better in subjects such as science and maths when taught alone, whilst boys perform better in languages and English when taught alone. Approaches to learning and to particular subjects need to be considered, as well as the different stages in adolescence experienced by girls and boys. Girls often gain more confidence from taking on the full range of responsibility and by selecting subjects on the basis of their real interests.
In my opinion, schools need to recognise that the differences between girls and boys should be supported rather than ignored if society is to benefit from well-educated women in the workplace and home. It comes back to recognising the differences amongst one’s students and supporting their needs positively, so that they can strive to be successful in the world today, not bounded by social stereotypes.
Girls do think differently to boys; their conceptions of hierarchy, competition, communication, styles of leadership and approaches to teamwork frequently differ from those of boys and are increasingly sought after by employers. It is important for girls to develop these outlooks and see their models gain credibility. In the co-educational school, boys can sometimes demand more attention. Girls are often more willing to work quietly or co-operate with each other, which ultimately gives teachers more time to deal with the numerous questions that boys tend to ask during lessons.
The importance of challenging girls and supporting their needs remains a key priority in an all-girls school, where there can be a greater emphasis placed on developing effective strategies for learning. Adolescence is obviously a time of change, but it is also a time when understanding and appropriate support are critical in the development and success of an individual. A secure working environment, where confidence and self-esteem can be nurtured, is extremely important.
For many girls and boys, the solidarity of a single-sex school offers the advantage of a much stronger springboard into life. This does not preclude opportunities for socialising. Schools often join forces for sixth-form studies, drama and social events to ensure that they experience wider opportunities. The reality is not segregation of the sexes in every aspect of life, but rather the recognition that the environment where many girls and boys flourish in their teens may include the camaraderie of the same gender.
The right educational environment
The most appropriate school will be the school with the ethos and the environment that will be most conducive. Girls and boys do have particular needs, and it therefore remains important to recognise that these are well met to ensure that the individual’s potential is truly fulfilled.