Over many years, research has consistently proven that girls feel more confident and able to reach their potential in the classroom, on the sporting field and in co-curricular pursuits, in an all-girls learning environment.

The academic outcomes in all-girls schools are consistently superior to girls’ outcomes in co-educational settings, and so too are numbers of girls participating and excelling in Science, Technology, Engineering and Mathematics (STEM) subjects through to Year 12 and into tertiary settings.

Without the social pressures of gendered stereotypes in their learning environment, girls become empowered to discover their passions, explore their identity, and develop their unique set of strengths and talents.

This passion and empowerment extends beyond the school grounds, with 93 percent of girls’ school graduates say they were offered greater leadership opportunities than their peers at coed schools, and 80 percent 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)

Importantly, teaching in an all-girls learning environment is designed to expressly meet girls' particular learning strengths, with a focus on collaboration, creativity and communication skills. At the same time, the wellbeing of students, in particular their sense of belonging, confidence and resilience, is developed with the aid of tailor-made programs that meet the needs of girls progressing through the developmental stages of early childhood into adolescence and early adulthood.

The vast majority of girls’ school students report that they are comfortable being themselves at school, which means that they are free to focus their energies on their learning.