Principal's news

An article in The Age on the weekend, written by Loren Bridge from the Alliance of Girls’ Schools Australasia, highlighted why girls’ schools succeed at producing women who lead.

As Bridge posits, following the recent Federal Election, 'Much has been said about this exciting “teal wave” of forthright, trailblazing, smart women. Five out of the eight female independents who will take their place on the crossbench of this parliament – Dr Monique Ryan, Dr Sophie Scamps, Dai Le, Allegra Spender and Zali Steggall – are graduates of girls’ schools … it’s important to put this figure into perspective – girls’ schools make up just 2 per cent of schools in Australia.' This is then, an extraordinary reflection of the role that single sex girls’ education can play in developing leadership capacity.

Enhancing confidence

I believe that there are many advantages to a girls’ only education, but certainly, enhancing the confidence of students is one of the most obvious and important. From a young age, research tells us that girls begin to criticise themselves, to distinguish themselves as not being 'brilliant' and to associate boys with intellectual pursuits. Despite parity in ability and skills, as girls develop, generational cultural conditioning leads them to doubt themselves, to lack the confidence to tackle new challenges, to strive for perfection in a way that inhibits risk, and to negatively ruminate over their abilities.

The research attests, that students in girls’ schools, however, develop confidence and continue to see themselves as able, in a wide range of areas. They adopt a growth mindset, understanding that they will develop and get better over time, which helps them to tackle challenges. They are more likely to take risks and to subsequently grow in confidence, through these formative experiences.

Leadership skills

Clearly, there is something inherent to the girls’ school environment that better prepares women for high-level leadership. Girls’ schools have long been acknowledged for their development of leadership skills and aspirations in their students – as research such as Fitzsimmons’ 2018 report titled Hands up for gender equality attests. Even though our world does not always put women at the centre of decision-making, at Shelford, we celebrate strong women’s achievements and highlight female leaders and successful women, all year round, not just at a once a year International Women’s Day celebration.

There is a strong role modelling of leadership by women for women. It is imperative that young women hear and see professional, academic, creative and entrepreneurial female role models, so that they can begin to form a self-identity, free of gender stereotypes or doubts. 'You cannot be what you cannot see' and students in girls’ schools see women in leadership roles within their school, as Principal, Senior Executive, Board members and in all of the student leadership roles (not just 50%). They have an alumni network who act as mentors. Women’s voices and experiences are studied and prioritised in the curriculum. Women’s achievements are noted, not as an exception, but as an expectation.

Empowering our students

In an environment of care and support, students are encouraged to give things a go; the idea of not having to be perfect, is key. At Shelford, all of our students are able to have a go at any activity they like. Whilst not all of these pursuits will be strengths or passions that they wish to develop, students learn a valuable lesson for the real world, that even if you are not naturally good at something, you can improve and contribute. Our students do this in an environment that 'lifts them up', as their fellow students applaud and encourage, free of harassment, judgement, bias and stereotypes.

We at Shelford are focused on developing and encouraging student voice and agency, in order to empower our students to be confident, informed and active citizens, within our community but also in the wider world. Our students have opportunities from Prep to write and visit the Principal to make suggestions about our school, to be a part of an active Student Parliament, or focus groups, surveys and feedback systems, that influence school decisions. Our senior leaders meet each week with our Deputy Principal to plan for the school events and to give their views, just as our Junior School leaders meet with our Heads of Junior School. These two groups also meet together to foster peer leadership and mentoring and for students to actively be involved in their community.

We encourage our students to have opinions, to debate issues respectfully and to be agents of change: to understand our civil processes, lobby politicians, be active in the community and to believe that they can influence decision makers and companies and that they can bring about change. That their educated voice gives them power and that they in fact, have a responsibility to advocate for change and against injustice. That they are already leaders and have a genuine right to take up space and to be heard.

Breaking stereotypes

In girls’ schools, students are intentionally equipped with the knowledge and skills required to overcome social and cultural gender biases, and in doing so, actively break the stereotypical norms that define women in society. Our students know that they are capable, that they can work in any area that they desire and that they can achieve great things for and on behalf of their communities.

A study by the University of Queensland found that confidence levels for girls in single-sex schools matches that of boys, while girls in the general population consistently demonstrate lower confidence levels than boys. In other words, the study found that a girls’ school provides the environment for girls to develop and maintain innate confidence and healthy self-belief. And it is confidence, or a lack of confidence, that is frequently attributed to the under-representation of women in senior leadership roles. With no requirement to cater to boys, girls’ schools balance the inequality in broader society through purposeful, targeted education.

As Bridge concludes in her article: 'Research shows unequivocally that girls thrive in an all-girls environment; they do better academically, socially, and emotionally. Regardless of socio-economic factors, data – not just from a single study but from a plethora of unique studies from all over the world – indicates that girls simply do better in girls’ schools.'

Shelford fosters self-belief and encourages our students to find their voice, feel empowered and to realise on a deep personal level, that their hard work, passion and abilities, can be directed to many areas of society; that women can lead, make change and do anything they set their mind to. As Loren Bridge wrote, 'These are skills our new female MPs will certainly need as they step into the male-dominated Parliament House, famed for its sexism and misogyny. May their voices add power to changing that culture and progressing the ongoing fight for a more equal society'.

Katrina Brennan

Principal