How an Edinburgh Girls' Independent School Inspires and Empowers Girls: St George's School

Girls in girls’ schools consistently outperform their peers in other schools academically

Girls in girls’ schools are 2.6 times as likely to take Further Maths, and more than twice as likely to take Physics and Computer Science at A level – compared to girls in other schools.

Girls in girls’ schools are 2.6 times as likely to take Further Maths, and more than twice as likely to take Physics and Computer Science at A level – compared to girls in other schools.

The uptake of other sciences is higher - with Biology 40% higher, Chemistry 85% higher, and Maths 88% higher in girls’ schools – compared with girls in other schools.

Computer Science has seen the largest growth in uptake for girls, with the percentage of girls taking Computer Science doubling in girls’ schools.

Girls in girls' school are more confident and well-rounded young women.

Girls in girls’ schools are more confident, rounded young women who have a mastery over their emotional control in comparison to girls in mixed schools. Savvy, happy and motivated, girls who attend single-sex girls’ schools are more confident and have more emotional grip and mastery than girls in mixed schools. Findings also reveal that our girls generally possess higher mental toughness scores than those in other schools. Put simply, our girls believe in themselves.

Girls’ schools buck the trend for girls’ participation in male dominated sports with more continuing to play them in our schools.

Girls’ schools buck the trend for girls’ participation in male-dominated sports, with more continuing to play them in our schools. The gap between boys and girls may be widening in co-educational schools, but girls who attend a GSA girls’ school are nearly five times more likely to play cricket, and 30% more likely to play football.

Our girls continue to be the driving force behind creating a more equal world; they are citizens who are alive to the world, and have an amazing ability to act as positive agents of change within it.

39.6% of pupils agreed or strongly agreed that their gender influences what people think about them.

This compares to 16.3% of pupils who agreed or strongly agreed that their gender impacts the activities that pupils are offered at school.

Pupils felt, on average, that activities outside of school (2.65 out of 5) were 12.5% more affected by their gender, than those inside of school (2.15 out of 5).

Triumph as Neurodivergent Girls and from Disadvantaged Backgrounds

Girls from disadvantaged backgrounds have higher levels of wellbeing and self-awareness than their more advantaged peers at mixed schools.

Girls with SEND have higher self-awareness than girls without SEND at mixed schools.