How the GDST is empowering schools everywhere to review and enhance the quality of girls’ education

The past few weeks have stirred up a myriad of emotions for advocates of women’s rights and freedoms all around the world. The possibility of seeing the first female President of the United States of America in office was dashed on a cold morning in November. Meanwhile, Equal Pay Day in the UK (20th November 2024), which marks the moment when women stop being paid compared to men due to the gender pay gap, fell two days earlier than in 2023.

Both developments show that we are still so far from achieving true equality and that progress remains as elusive as ever. But with the benefit of hindsight, the fact that an American woman of African and Asian descent was able to make a bid for the US Presidency helped us all dare to dream of a brighter future for everyone, but particularly girls and women. I also believe that the widening of the mean gender pay gap in our country is irrefutable proof that the GDST’s movement in girls’ education is even more important, and more urgent than ever.

Education is the driving force and beating heart of our mission at GDST, as we prepare girls to take their rightful place as future leaders and changemakers. However, in a world that is still so far from equal, gender imbalances and stereotypes still find their way into the classroom far too often. There is no better time for the GDST to take the lead in addressing this issue. We are determined to inspire all school leaders and teachers to reflect on their existing approach to educating girls, and to encourage them to review any structural and behavioural mindsets that may shortchange female pupils in the classroom and beyond.

The latest report in our series of innovative research, Designing the Future of Girls’ Education, is geared towards meeting the specific needs of girls in all learning environments. This brilliant publication is an essential guide for parents and educators in both girls’ schools and co-ed settings to help girls better realise their ambitions. It includes a practical framework featuring tips, rich insights and recommendations that all teachers can apply in the classroom and other areas of school life, such as on the sports field.

This work is built on the expertise we have amassed over decades, alongside input from leading academic experts, researchers, teachers, students, and campaigners. I am thrilled that acclaimed voices in the gender and equality space such as Edwina Dunn OBE, Founder of The Female Lead and Mary Ann Sieghart, Broadcaster and author of The Authority Gap, have contributed invaluable views about the correlation between girl-focused education and women’s ability to confidently navigate the worlds of work, family and relationships in later life.

It would be impossible to outline all of the rich insights from this report in one blog post. However the three principles we have defined as crucial to delivering an outstanding education for girls are classroom practice, curriculum, and school culture. Closing the gap in authority between boys and girls in the classroom, creating environments where girls feel empowered to speak up and take intellectual risks, and removing barriers to the take-up of STEM subjects and sports participation for girls are some of the crucial areas the report explores.

We have also delved into how school culture can deliver better outcomes for girls. The teachers, alumnae and students we spoke to all stressed the importance of finding internal and external role models for girls, particularly having teachers as role models – a topic I touched on in the last blog – so that they can see “someone like me” around them every day. Schools must also be candid about the issues and decisions students will face in later life. For example, by speaking to girls about women’s health and family planning so that they can make the best decisions for their own future careers and personal lives.

I believe “Designing the Future of Girls’ Education” will empower all teachers to help unlock the full potential of girls wherever they are being educated. The response from UK-based and international educators has been incredible. It confirms what we already know to be true: teachers in both girls’ and co-ed schools are equally committed to enhancing the personal and educational development of their female students. But this report is not only for educators. We know that families are also invested in ensuring that schools their daughters attend do everything possible to ensure they reach their full potential and are preparing them to thrive in the future. When it comes to designing the future of girls’ education, ‘good enough’ does not make the grade. We must strive for excellence because our girls and young women deserve nothing less.

The GDST Insights Report and Framework

Designing the Future of Girls’ Education, a GDST Insights Report and Framework, was published in November 2024. The report aims to enhance educational practices for all girls, worldwide and emphasises the importance of creating environments where girls can learn without limits. As a shaper of modern, future-looking girls’ education, the GDST highlights the transformative power of education that is designed for girls.

Read the report