What Happens When You Hand the Microphone to Young Women and Really Listen?
After attending the GSA Heads’ Conference, the Head Girls from Channing School returned not just with notes but with questions following a fireside chat they led and created with Hugo Rifkind and Lucy Manning live on the day. They probed vital questions on technology, belonging, pressure, representation, and the realities of growing up now.
The GSA caught up with them to find out more … The result is honest, thoughtful views from young women who are not just part of the conversation about girls’ education but actively shaping it.
1. What do you think about proposals to ban social media use for under-16s – would that help, harm, or miss the point? Why?
We both believe that a ban on social media use for under-16s would largely miss the point when tackling the issues surrounding social media.
In many cases, restriction alone is not the solution as it can create unhealthy attitudes towards what is being banned. If young people are prevented from using social media until the age of 16, they may reach that age without the skills and experiences needed in order to navigate social media safely and thoughtfully. This could make them more at risk of developing obsessive or harmful habits with social media during an important time in their academic lives (with GCSE pressures).
Therefore, having attended the session on Technology and Social Media Influence at the 2025 GSA conference, we felt strongly that education, for both parents and children, surrounding responsible and healthy social media use is the most constructive approach.
While social media can sometimes function as an echo chamber that weakens self-esteem, greater awareness and guidance can help young people use it more positively and responsibly. With the right education and support, social media can become a genuinely positive tool for young girls rather than something that is simply restricted.
2. What do you think adults most misunderstand about how technology and social media affects girls, day-to-day?
We believe that adults often misunderstand how integrated social media is in girls’ day to day lives and how its impact is more complex than simply being good or bad. While it can amplify existing challenges, such as insecurities and pressures, social media also has many positive effects that are not always acknowledged.
Many adults have not experienced what it is like to grow up with social media and have therefore not experienced this form of social interaction during their formative years. As a result, there can sometimes be a generational gap in understanding how central these platforms can be in young people’s lives.
Adults often assume that the main negative impacts of social media are issues surrounding unrealistic beauty standards or cyberbullying. While these are certainly important concerns, they do not fully capture the complexity of young girl’s experiences online. This is because social media can help foster new levels of connection, support, and shared experiences with other girls, allowing friendships and communities to form in ways that were not previously possible.
3. When do girls feel they truly belong at school?
Often, girls feel that they truly belong at school when they are comfortable being themselves and know that they are surrounded by people they can trust. This is because a strong sense of belonging comes from knowing that you are supported by both your peers as well as your teachers.
In an all-girls environment, girls often feel more confident expressing themselves openly with both classmates and teachers. This can create a space where girls feel able and encouraged to share their ideas, interests, and opinions without hesitation.
Belonging is also fostered when girls feel that there is no judgement surrounding their interests and passions, whether academic or not. When students feel accepted for who they are, they are more likely to engage fully in lessons and take advantage of the extracurricular opportunities their school offers.
Ultimately, we believe that a supportive and encouraging environment is what encourages girls to aim high in their achievements and develop the confidence to take on challenges both during and beyond their school lives.
4. You helped to shape the questions for journalists Lucy Manning and Hugo Rifkind. Why was it important that those questions came from young women directly?
We felt that it was important that the questions for journalists Lucy Manning and Hugo Rifkind came directly from young women because we, and the girls we spoke to, have first-hand experience of what it is like to grow up as girls today. We are living these experiences every day, which gives us a perspective that is both immediate and authentic, and one that cannot easily be replicated by adults reflecting on their own school years.
As the conference was centred on the education and experiences of girls aged 4-18, we felt it was particularly important that there was a space within the programme where the voices of the girls were represented and discussed. Too often, conversations about young people take place without directly involving them despite them being the ones most affected by the outcomes of those discussions.
By gathering questions from other girls at our school, we were able to ensure that the issues raised directly reflected the concerns, curiosities, and priorities of students. Including these perspectives helped to ground the conversation in the realities of girls’ day-to-day lives and ensured that the dialogue between students and journalists was both meaningful and relevant for those attending the conference.
5. What’s one stereotype about girls today that you’d most like to challenge – and why?
One stereotype we would most like to challenge is the idea that girls are defined by the stereotypes and limitations they face. While it is important to recognise and address genuine inequalities, the continual emphasis on girls as victims of limitation can sometimes be counterproductive.
When the narrative focuses too heavily on the challenges girls face simply because of their gender, it can unintentionally shape how young women view themselves. Younger girls who may have not previously felt limited (like when we spoke to the junior school head girls who expressed to us that they never felt they were at a disadvantage due to their gender) may begin to feel as though obstacles are inevitable.
Therefore, while conversations about gender inequality are essential for enabling change, we feel that it is equally important that they do not overshadow the achievements, resilience and capabilities of women. This is because by highlighting what women in society are accomplishing it can help foster confidence and a more empowering mindset, allowing girls to not feel defined by barriers.
We also believe that stereotypes surrounding girls’ academic abilities still persist. From an educational perspective, it can sometimes be treated as surprising when girls achieve highly, whereas strong academic performance from boys is often expected. This subtle difference in perception reinforces outdated ideas about intelligence and capability.
Ultimately, we want to challenge the assumption that girls and women are less intelligent or less capable of earning respect, particularly in spaces that have traditionally been male-dominated. Girls today are ambitious, capable, and ready to lead, and it is important that the narratives surrounding them reflect this reality.
6. If you could give one piece of advice to younger girls, what would it be?
If we could give one piece of advice to younger girls, it would be to be ambitious and believe in your own potential. Having confidence in your goals can make a significant difference in your success and what you are able to achieve.
There will inevitably be challenges along the way, but it is important to remember that these do not define your limits. With determination, resilience, and self-belief, you can overcome difficulties and pursue the opportunities that matter most to you.
The most important thing is to trust in your own abilities. Very often, the greatest barriers we face are the ones we place on ourselves and so if you remain ambitious, open to challenges, and confident in your capabilities, you can achieve far more than you might initially think possible.