Why Girls-Only Education Matters in the Primary Years

At the primary stage, confidence, curiosity and a sense of self are still forming. Research consistently shows that girls benefit from environments designed specifically around their learning and development. In girls-only settings, pupils are more likely to participate actively, take intellectual risks and engage fully across all subjects—including those where gender stereotypes can still have an impact.

Studies from organisations such as the OECD and the International Coalition of Girls’ Schools indicate that girls in single-sex environments demonstrate higher levels of self-confidence and are more likely to pursue interests in STEM subjects. Without the social pressures often present in mixed settings, primary-aged girls can explore their abilities freely, developing resilience and a strong academic identity from an early age.

Equally important is the space to lead. In girls-only classrooms, every role—from team captain to class representative—is held by a girl. This normalises leadership and fosters a sense of agency that carries forward into later schooling and beyond.

At Queen’s College, London, we see these benefits every day. Our approach is rooted in understanding how young girls learn best: through collaboration, encouragement and high expectations in a supportive environment.

“[Insert student or teacher quote here – for example, reflecting on confidence, participation, or trying new subjects.]”

Girls-only primary education is not about limiting experience; it is about expanding it—creating the conditions in which every girl feels empowered to speak up, explore widely and realise her potential.