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Why Ivanhoe Girls'? Why a Girls' School?

At Ivanhoe Girls' we believe that a single-sex education is the best way to ensure your daughter is able to thrive. 

At Ivanhoe Girls’ we believe passionately in the effectiveness of educating girls in an all girls’ learning environment and of the advantages that this opportunity brings to our students. Research over many years consistently shows girls feel more confident and most free to pursue their interests to the best of their abilities, in the classroom, on the sporting field and in a broad range of co-curricular pursuits, in an all-girls’ learning environment. Even more significant, the academic outcomes for girls who learn in all girls’ schools are consistently superior to girls’ outcomes in co-educational setting; so too are the numbers of girls participating and excelling in Science, Technology, Engineering and Mathematics (STEM) subjects through to Year 12 and beyond. 

When girls are free of social pressures from boys and gender stereotypes in their learning environment, they become empowered to freely discover their passions, explore their own values and identity and to develop their unique set of strengths and talents without the limitations so commonly experienced by girls in co-educational settings. Furthermore, teaching methods in an all-girls’ learning environment are customised to the way that girls like to learn and the pastoral care is customised to the needs of girls progressing through the various developmental stages of early childhood into adolescence.


Ryan, C. (2016, August); ‘The attitudes of boys and girls towards science and mathematics as they progress through school’  Melbourne Institute Working Paper No. 24/16. Melbourne: Melbourne University. 

Lee, K., and Anderson, J. (2015). ‘Gender differences in mathematics attitudes in coeducational and single sex secondary education’, in M. Marshman, V. Geiger, & A. Bennison (Eds), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia [MERGA]), (pp. 357-364). Sunshine Coast, Queensland: MERGA. 

Booth, A., Cardona-Sosa, L., and Nolen, P. (2013); ‘Do single-sex classes affect exam scores? An experiment in a co-educational university’. Australian National University Centre for Economic Policy Research. Discussion Paper No. 679, 1-21.

Lu, L. and Rickard, K. (2014) ‘Value added models for NSW government schools’. NSW: Centre for Education Statistics and Evaluation, NSW Department of Education and Communities.

Sax, L. (2009). ‘Women graduates of single-sex and coeducational high schools: differences in their characteristics and their transition to college’. Los Angeles: UCLA Graduate School of Education and Information Studies.

Cribb, V., and Haase, A. (2016). ‘Girls feeling good at school: School gender environment, internalization and awareness of socio-cultural attitudes associations with self-esteem in adolescent girls’. Journal of Adolescence. Vol 46 pp 107-114