Girls’ Research Association puts equality under the microscope
The Girls’ Schools Association marks the second year of its Girls’ Research Association (GRA), where pupils from state and independent girls’ schools investigate questions about equality that matter to their lives.
Building on last year’s pilot, this year’s programme have young researchers a shared theme: Equality. Paired schools examined a shared research question separately, with topics ranging from how girls’ pain is understood to the representation of women in the media and the barriers facing girls in sport.
The programme gave pupils the opportunity to develop their own research questions, examine existing evidence, design surveys and analyse responses before sharing their findings at our presentation event.
All the projects can be found on the GSA Website; this year’s projects included:
“What impact has pain management bias had on secondary school girls’ physical health and well-being across three generations?” – Bedford Girls’ School and The Ellen Wilkinson School for Girls.
Both teams investigated experiences of pain and support during secondary school, drawing on responses from pupils and older generations. Bedford’s researchers highlighted reluctance among girls to discuss pain and concerns about having their experiences underestimated. Ellen Wilkinson’s team found that, although most pupils felt their pain was taken seriously, experiences of support varied. Their recommendations included improved access to practical support and greater understanding of menstrual pain.
“Does gender inequality still exist in the media in the 21st century?” – Batley Girls’ High School and Norwich High School for Girls.
Batley’s team surveyed 193 Year 7 pupils, finding that most saw leadership and television presenting as roles for any gender, while some expectations about film heroes and sporting awards remained weighted towards men. Norwich’s researchers explored perceptions of singers and superheroes among 26 pupils. Their responses suggested different expectations of male and female performers, particularly around appearance and interaction with fans. Yet 69% of pupils drew a female character when asked to imagine a superhero, challenging the researchers’ initial expectations.
“What Are the Biggest Barriers Preventing Gender Equality in Sport Today?” – Farnborough Hill and St Julie’s Catholic High School.
These projects examined the relationship between stereotypes, media visibility, sponsorship and pay. Farnborough Hill combined wider research with a survey of 27 staff members, exploring how viewing habits and public attitudes can shape recognition of women’s sport. St Julie’s surveyed GCSE PE pupils, with 80% of respondents saying stereotypes affected women in sport. Both reports highlighted the importance of opportunities, encouragement and recognition in supporting girls’ sporting ambitions.
“Does social media influence girls away from sport?” – St Mary’s School, Colchester and Sir Jonathan North Girls’ College
Both teams explored whether social media influences girls away from sport. St Mary’s researchers surveyed 40 pupils, finding that 58% had been encouraged to try sport or exercise through social media, although nearly half recognised pressures around appearance and body image. Sir Jonathan North’s team surveyed 58 Year 8 pupils, finding that 54% had chosen social media over physical activity at least sometimes, yet most still participated in sport regularly. Both reports highlighted social media’s potential to inspire participation as well as create pressures or distractions, depending on the content and girls’ individual experiences.
Developing confident, thoughtful researchers
The GRA gives pupils experience of the whole research process from inception to conclusion, from identifying a worthwhile question to explaining what their evidence can – and cannot – tell them.
This year’s work demonstrates the value of giving girls space to investigate their own experiences, question familiar assumptions and consider practical improvements. It also creates opportunities for pupils from different schools to learn from one another and contribute to wider conversations about girls’ education and equality, and feel that they have a stake in the decisions that affect their futures.
Jeanette Cochrane – GSA chief executive
“Seeing girls turn their curiosity into carefully considered research is a powerful reminder of why we launched the GRA. They have asked ambitious questions about equality, listened to different experiences and thought critically about what their findings mean, all while navigating the challenges encountered by professional research teams. We want girls to know that their questions deserve attention and that they can meaningfully contribute evidence and ideas to the conversations shaping their lives.”
Nicola Griffiths – Chair of the GSA Research Committee
“What has been particularly encouraging this year is the pupils’ willingness to question their own expectations. Some findings supported their initial ideas; others prompted them to think again. Learning to follow evidence, recognise its limitations and explain a conclusion clearly is an important achievement at such early ages, and one that will serve these young researchers well beyond this programme.”