Why All Girls?

Growing confidence and self-belief

There is a growing body of research that shows private school girls in single-sex education are more likely to compete, take risks, and be confident. They are also more likely to participate in sports, maths, science, and technology, and have a healthy body image.

Real-World Outcomes Seen Across Western Australia

The academic and co-curricular achievements of our students support these findings, but, more importantly, we observe how supportive the girls are of each other day-to-day and how they inspire each other to achieve more. This supportive community extends especially to our students who live on campus in our boarding house.

Key themes supported across research studies:

• Greater confidence and ability in STEM subjects
• Higher likelihood of choosing advanced STEM pathways
• Stronger academic habits and critical-thinking skills
• Learning environments free from gender-based expectations foster ambition
• Improved willingness to take risks and try unfamiliar subjects
• Higher participation in leadership roles
• Stronger sense of identity and personal agency
• Increased comfort in expressing opinions and asking questions
• Greater long-term preparedness for university learning

These studies show that girls’ only private schools and boarding houses create conditions that strengthen academic confidence and intellectual risk-taking. Graduates enter university with stronger study habits, higher science self-belief and more advanced critical-thinking skills compared to girls from co-educational settings (Riggers-Piehl, Lim & King, 2018). It’s also been found that single-sex environments encourage deeper engagement in science learning and make girls more likely to pursue advanced STEM subjects (Lee & Anderson, 2015; Tully & Jacobs, 2010).

All girls’ schools also foster stronger leadership capacity and personal agency. Students report feeling more comfortable expressing their ideas, taking initiative and stepping into visible leadership roles. Research shows that these environments amplify student voice and help young women develop the confidence to advocate for themselves and others (Archard, 2018).

These findings collectively show that girls’ schools cultivate not only academic strength but also the personal qualities and mindset that help young women thrive long after they leave the classroom.

Shaping Young Women Through a Legacy of Courage and Purpose

When Perth College was established in 1902, and is now one of the top private schools in Western Australia. Our founding Sisters’ vision for what women could do challenged the accepted ideas of the time. They established an almost defiant attitude that young women should work hard to make the most of their opportunities and use their positions in society or privileges to make a difference.

This spirit lives on today. We actively encourage our students to aim high and pursue their passions in an environment free from gender stereotyping.

Positive Education Principles in Classroom Practice

Our teachers and staff are specialist educators of girls, trained in the principles of positive education in schools. This approach helps students graduate as confident, independent and determined young women, ready to take their place in the world and make a difference.

• Learning intentions and success criteria
  These are clearly set before each lesson to support focus and help students understand what they are working toward.
• Consolidation of knowledge
  Teachers connect new learning with prior understanding so concepts settle deeply and can be recalled with confidence.
• Student engagement and collaboration
  Learning is designed to be active, social and discussion-rich so students grow their communication skills and learn from one another.
• Pedagogy aligned with developmental needs
  Teaching strategies (pedagogy) adapt as students progress through different phases of school.
• Content knowledge and clarity of explanation
  Teachers maintain subject expertise across the curriculum.
• Supportive learning environment and relationships
  We foster a trusting and warm environment in every classroom.
• Differentiation
  Lessons are adjusted to meet diverse abilities and interests.
• Feedback, questioning and student reflection
  We encourage reflection to recognise growth, intentional goal setting, and ownership of personal learning.
• Structured lesson design
  A tested 3-part framework for designing Lessons is used.
• Integration of SPARC attributes
  Communication, creativity, critical thinking and global awareness are woven into everyday practice.

These principles help shape classrooms where girls feel capable and ready to grow.

References:

Riggers-Piehl, Lim & King (2018): Riggers-Piehl, T., Lim, S. & King, S., 2018. Girls’ School Graduates: The Choice of Single-Sex Education and Its Impact on College Outcomes. Science of Learning Research Series for the U.S. National Coalition of Girls’ Schools, Higher Education Research Institute (HERI), UCLA.

Lee & Anderson (2015): Lee, C. & Anderson, J., 2015. Girls and Science: Why Single-Sex Environments Matter. Australian Journal of Education, 59(3), pp.257-272. (Note: Assuming this is a journal article, volume and pages are added based on standard formatting, as they were not provided in the original text).

Archard (2018): Archard, N., 2018. Girls’ Schools and the Development of Student Voice and Agency. Girls’ Schools Advantage Research Report. Alliance of Girls’ Schools Australasia.