The GDST Difference

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Designing Schools for Girls

GDST girl’s education is unlike any other. Our evidence demonstrates GDST schools grow greater confidence, foster better academic results and forge stronger futures than other institutions.  We call this the GDST Difference.

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Creating Confidence for Girls

Confidence is key to success at school and we nurture it in every girl, from her first day into her future.

Our Girls’ Futures Report and subsequent GDST Difference research showed that, compared to peers in non-GDST (and mainly co-ed) schools, GDST girls reported feeling:

  • More confident
  • Less restricted by gender stereotypes
  • Happier to take on leadership positions

 

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    Indeed, trends in confidence, positivity and ambition in GDST girls were closer to those of a representative sample of boys in the UK: from knowing what job they want, to feeling prepared for the future.

    The confidence we create begins early and stays strong. GDST girls at age 9 are as confident as boys taking risks. In Sixth Form, our students report greater preparedness for the future than those in mixed-sex schools.

    We confidently assert that GDST girls do better, because they feel better.

     

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Learning Without Limits: A GDST Education

Our mission is helping girls learn without limits. This means ensuring no subject, no role and no future is out of reach.

Our extensive research shows that in classrooms without boys, girls feel freer to:

  • Pursue a wider range of subjects, including STEM options
  • Take leadership roles
  • Participate more actively in lessons
  • Challenge others’ views
  • Work in active collaboration with peers

 

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    Our research affirms the role our schools play in ensuring a girls’ choices remain boundless.  GDST girls are far less likely than their peers, across age groups, to avoid activities because of their gender.

     

“I have never personally thought that I couldn’t pursue a certain subject because of my gender, not once. ” – GDST Student
“Being a school ambassador has prepared me for the outside world. I can empathise with other people while being able to act in a leadership role for them. All that has made me a confident person.” – GDST Sixth Former
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Lives Without Limits: Strong Starts, Bright Futures

The proof of a great education is what happens in girls’ futures.

Evidence shows an all-girls’ education unlocks greater academic results, diversity of subject choice, resilience, job prospects, career progression and more rounded skillsets than mixed-sex alternatives.

 

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    Girls from GDST schools report greater belief, compared to their non-GDST peers, that they can:

    • Achieve their goals in school and life
    • Trust their schools’ ability to prepare them for the future

    We believe this is because of the value of our education, and the values we instil in each student.

     

“It is significant that girls in our national survey were much less convinced than boys that their schools provide equal opportunities. Gender equality cannot be assumed as a given in mixed-sex schools.” – Dr Kevin Stannard, Director of Innovation and Learning at GDST
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Our Evidence and Publications

Our conclusions on the value of a GDST education are drawn from pedagogical research, such as our Why (and How) Girls Thrive in Girls-Only Schools literature review, and national surveys. This includes our landmark Girls’ Futures Report and The GDST Difference publication – both born from an independently conducted landmark survey of over 5,000 students in state schools, independent schools and academies across the UK.

Further Research and Publications The Girls' Futures Report
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