GSA places great emphasis on evidence-based research, so that we can be a credible voice on girls’ education. Providing easy access to current research is a key benefit of GSA membership. Below you can view our latest featured research as well as links to our various categories within the research library (MemberZone Login required).
Featured research
Academic Achievement in Girls’ Schools
Attainment & Education Policy
GSA’s report, which analyses multiple public data sources, including those from the Department for Education and UCAS, alongside findings from a bespoke survey of girls’ school alumnae conducted by the GSA, continues to show that girls in girls’ schools consistently outperform their peers academically.
This report reveals compelling evidence that girls attending single-sex schools are significantly more likely to engage in STEM & Economics education and pursue STEM careers compared to their peers in co-educational settings. The findings show that girls in all-girls’ sixth forms are substantially more likely to study advanced mathematics and sciences at A-level, and they are far more likely to pursue related degrees at university.
Read GSA’s full analysis below.
Heavy and painful periods linked to lower GCSE grades and reduced school attendance, study finds
Girls Focused
A new England-based study from the University of Bristol has found that heavy or prolonged menstrual bleeding and severe period pain are linked to reduced school attendance and significantly lower GCSE performance among teenage girls. Girls experiencing these symptoms missed up to 1.7 extra days of school annually and were less likely to achieve five standard GCSE passes, with stigma, anxiety, and poor school support systems cited as contributing factors.
Girls Disproportionately Affected by Problematic Social Media Use
Girls Focused
Research from Public Health Wales & Cardiff University found that in 2023, a growing number of young people in Wales reported challenges affecting their wellbeing, including rising problematic social media use—particularly among girls from lower affluence households—alongside increases in vaping, bullying, and mental health concerns. Girls consistently reported poorer emotional health, higher stress from schoolwork, and lower levels of physical activity and support compared to boys, with socioeconomic disparities deepening across several health and lifestyle measures.
Maths Gender Gap Emerges Just Four Months Into Schooling, Study of 2.6 Million French Children Finds
Gender
A longitudinal study in Nature of over 2.6 million French children found that boys and girls start school with nearly identical maths abilities, but a significant gender gap favouring boys appears within just four months—and grows over the first year. This gap is consistent across socio-economic, school, and family contexts, pointing to early schooling—not age—as the critical period where gendered stereotypes about maths begin to take root.
Parents are now more likely to encourage apprenticeships over university for school leavers.
Higher Education
Research from Grant Thornton reveals a growing shift in attitudes, with 44% of parents more likely to encourage school leaver apprenticeships compared to 40% for university—driven by practical experience, earning potential, and freedom from student debt. Despite improved perceptions, many young people still feel pressure to choose university and report receiving less effective careers advice on apprenticeships than on degrees.
Disadvantaged students fall significantly behind in GCSE resits, with engagement and timing key to improving outcomes
Attainment & Education Policy
A new Education Policy Institute report highlights persistent attainment gaps in GCSE English and maths resits, with disadvantaged students performing up to one-fifth of a grade lower than their peers. The report calls for targeted reforms, including a 16–19 Student Premium, stronger student-staff relationships, and smarter resit strategies, as factors like attendance, motivation, and timing critically influence success.
Disadvantaged teens report lower life satisfaction; but not more emotional distress, study reveals
Equality, Diversity & Inclusion
A major study from The University of Manchester analysing data from over 26,000 young people found that teens in deprived neighbourhoods experience lower life satisfaction over time, but are not more likely to suffer emotional difficulties than their more affluent peers. The findings challenge common assumptions and suggest that neighbourhood features like green space and housing affordability may help buffer against mental distress, offering a clear path for targeted policy interventions.
Ofsted Lacks a Clear Definition of Vulnerability, Potentially Missing Children in Need of Support
Mental Health & Well-being
In 2024, Ofsted commissioned the National Children’s Bureau to explore how vulnerability is understood across education, childcare, and social care, aiming to improve how it is conceptualised in inspections and regulation. Findings revealed a mismatch in definitions, with education relying on rigid categories while social care takes a more holistic view—highlighting that many vulnerable children fall through the gaps due to the absence of a shared, inclusive definition.
Research library categories
Our research library is a vast collection of curated and relevant research which covers areas such as teachers and recruitment, well-being, higher education and more. Our aim is to provide members with access to valuable resources and analysis of the latest research findings, both those related to girls’ schools and education more generally. While most are open-access reports, the library offers a summary for members, showcasing those vital topics for educators in girls’ schools.
You will need a MemberZone login to access the research library – contact the GSA team if you have any difficulties logging in.
