By Mrs Howe, Head of Junior School

This week’s Open Morning was, once again, a real highlight for me. There is something incredibly energising about opening our doors to prospective families, welcoming younger children into our classrooms, and having the opportunity to talk about what makes life at BGS so distinctive. It is a chance not only to showcase our school, but also a chance for me  to pause and reflect on who we are, what we stand for, and why we believe so strongly in the education we provide. 

Our Open Morning was a powerful reminder of what we stand for at BGS. Every day we commit to nurturing girls who are curious, courageous and confident enough to become the creative thinkers, change-makers and problem-solvers of the future. 

BGS was created with a clear sense of purpose. Being a relatively young school, built on the firm foundations of two highly regarded heritage schools, we had the opportunity to think differently and ask an important question: what would a school truly designed for girls look like? The result is a school built around the needs, strengths and potential of girls, a school that understands them, challenges them and inspires them at every stage of their journey.

Visitors to the Junior School often comment on the confidence and ease with which our pupils engage. In lessons they speak up readily, ask thoughtful questions, take risks and participate without hesitation. There is a freedom in our Junior School that is difficult to overstate. Without the pressure of stereotypes or the fear of “getting it wrong”, girls find their voice. They collaborate naturally, lead instinctively and throw themselves into opportunities with genuine enthusiasm.

As I walked around with some of our visiting families this week I was struck by how clearly the girls’ sense of confidence could be seen across the school, both in classrooms and in the way our Year 5 and 6 tour guides interacted with visitors. This confidence is rooted in a feeling of belonging, an atmosphere of encouragement and the understanding that learning is not always easy. We actively encourage girls to try, make mistakes, reflect and try again. This willingness to take risks is one of the most important things we can nurture in young girls today.

Our Open Morning also offered the perfect opportunity to talk about the way girls learn and why our educational approach matters so much. At this age, in the Junior School, curiosity is still wonderfully alive, and we work hard to protect and develop it through our bespoke approach centred on inquiry, collaboration and independence. In practice, our classrooms are full of discussion, debate, teamwork and purposeful exploration. We want girls not only to know the answer, but to understand how they arrived there and how their learning connects to the wider world around them.

Connecting with the wider world also means preparing them for how this world is rapidly changing and technology is an important part of that conversation. At BGS, we take a thoughtful and responsible approach to technology. Digital tools are never used to replace excellent teaching, meaningful discussion or deep thinking; they are used to enhance learning where it genuinely adds value. Alongside books, handwriting, creativity, collaboration and face-to-face discussion, we teach girls how to engage confidently and critically with the digital world around them. In an age of constant information, pupils need more than technical skills, they need judgement and critical thinking skills. We help girls learn how to question what they see online, recognise misinformation and disinformation, analyse sources carefully and think independently rather than simply consume information passively. Just as importantly, we encourage balance: understanding when screens are useful, when paper and pen are more effective, and why time away from devices matters too. Our aim is to help our pupils navigate an information-rich world intelligently, responsibly and with confidence. 

Perhaps most importantly, Open Morning reminded me of the incredible sense of belonging that exists within our community. One of the greatest strengths of an all- through school is the continuity and security it provides. Our girls grow up here. They know the people around them, they feel supported and they see strong female role models in our 6th formers leading, performing and succeeding in ways that inspire them to imagine what they themselves might become. Watching that confidence grow year after year is one of the greatest privileges of working at BGS.

For me, this week’s Open Morning was more than welcoming visitors into our school. It was a valuable reminder to myself of our purpose, our philosophy and the kind of education we are striving to provide every single day. As always, by the end of the morning I came away feeling immensely proud. Proud of our pupils, proud of our Junior School team and proud of the vision and ethos that sits at the heart of BGS. 

As the external exam season begins, it feels like an appropriate moment to reflect on how parents can best support our students at home. I recently attended a session for those of us that sit on the Girls’ School Association Education Committee, led by Katharine Radice, whose work focuses on the experience of exam stress for young people and the role that parents can play alongside schools. Her central message was both reassuring and challenging: schools are doing a great deal already, but what young people need from home is something different, and getting that balance right can make a profound difference.

Exam stress is rarely about exams alone. Many girls carry a quiet but persistent sense of vulnerability around whether they are doing well enough, and this is shaped by a complex mix of influences including social media, peer conversations, family expectations and a growing awareness of the link between exams and future opportunities. In high-achieving environments like BGS, doing well does not necessarily reduce stress. In fact, it can heighten it, with some girls experiencing disappointment, anger, regret or even shame over outcomes that objectively are very strong. One of the most important things we can help them to understand is that these feelings are normal and crucially that disappointment is survivable.

It is also important to recognise that stress itself is not a sign that something is wrong. More often, it comes from a positive place: it shows that a student cares about what she is doing. Difficulties arise when stress becomes linked in a student’s mind with failure. Well-meaning reassurances such as “don’t worry, it will be fine” can sometimes backfire, because they imply that if you are worrying, things may not be fine. Instead, acknowledging the feeling and helping your daughter to think through what she is afraid might happen can be far more powerful. When the feared outcome is explored calmly, it often becomes less overwhelming.

For parents, the challenge is to find a role that complements rather than duplicates the work of the school. It is very tempting to lean in, particularly if we have been educationally successful ourselves, and to offer direction about how to revise or what to do next. However, your daughters already receive a lot of this instruction from school, so what they often need at home is a different kind of conversation; one that focuses not on what went wrong but on what went well, and which helps to create a more positive and sustainable dynamic. Focusing on the best parts of a day or what felt successful in a piece of work/test may seem simple, but it helps to reinforce home as a place of encouragement and support. 

It is easy to assume that progress is straightforward or that something has gone wrong when it is not. In reality, the process of learning is often uneven and at times jagged. Helping your daughter understand that this is normal is an important part of reducing pressure at home. Your daughters need space to learn, to wobble and to recover, building confidence and resilience along the way. 

Katharine Radice suggests there are three simple but powerful approaches to supporting girls through exam stress:

1. Create a strong sense of safety by reinforcing who your daughter is beyond her grades and making it clear that she is valued regardless of outcomes.
2. Act as a sounding board rather than a director by taking her ideas seriously and showing interest in how she is approaching her work, rather than telling her what she should do.
3. Allow for there to be space for her to thrive by helping her understand that being upset or stressed about her exams is not due to her doing something wrong. Being stressed about something doesn’t mean it is going to lead to failure. 

Alongside this, it can be helpful to open up conversations about identity and perspective. Asking “what are you other than your exams?” or gently exploring what might happen if things did not go to plan can reduce the sense of everything resting on one set of results. When girls feel that there is room to go wrong, they are often more willing to take the risks that lead to real learning and growth.

If you would like to explore these ideas further, I would recommend Katharine Radice’s book, The Parent’s Guide to Exam Stress, which offers a thoughtful and practical guide to navigating this period. At this time of year, when emotions can run high, the reassurance that you can provide at home is not about removing challenges, but about helping your daughters to face it with confidence, perspective and the knowledge that they are supported whatever happens.

I think it is particularly fitting to end with a quote from the American author and educator Elaine M. Ward: “Children are not things to be molded, but are people to be unfolded.” At this stage in their education, we see this unfolding so clearly, and we are proud to support our students, alongside you as their parents, through this significant step in their journey towards young adulthood. 

Celebrating Neurodiversity at BGS

This week, our Headmistress’ Blog is taken over by Mr Gibson, SEND Teacher, who shares insights from Neurodiversity Celebration Week 2026.

In recent years, awareness of neurodiversity has rightly grown in both education and wider society. As teachers, parents and students, we are increasingly recognising that there is no single “normal” way for a brain to work. Neurodivergence including ADHD, autism, dyslexia and other differences – is part of the natural variation of human thinking. With this awareness comes an important responsibility: to better understand, support and celebrate the young people in our care.

For neurodivergent students, school can sometimes present challenges. These may include differences in attention, organisation, sensory processing or social communication. However, it is just as important – if not more so – to recognise the many strengths that neurodivergent individuals bring. Creativity, problem-solving, resilience, empathy, attention to detail and original thinking are just a few of the qualities that can flourish when students are supported in the right environment.

This belief sat at the heart of BGS’s Neurodiversity Celebration Week 2026, which we built around the theme: “Thriving, Not Surviving.” The message was simple but powerful: neurodivergent students should not just be getting through school – but that they are capable of excelling. Whether academically, creatively or in sport, our aim was to show students that success is not only possible but that it can be expected.

A highlight of the week was welcoming back several of our inspiring alumnae – Astra (DAHS, 2007), Suzanne Tanser (BHS, 1988), Beth Price Williams (DAHS, 2007) and Rhiannon Douglass (BGS, 2025) – who generously gave their time to speak with students. Through talks and Q&A sessions, they shared their personal journeys, including both the challenges they faced and the successes they have gone on to achieve. Students found these sessions invaluable. Hearing real stories from relatable role models helped to normalise neurodivergent experiences and provided tangible examples of what “thriving” can look like at and beyond school.

We were also delighted to extend the conversation to parents and carers through two dedicated events. Our online session, Study Skills for All, offered practical strategies to support learning at home, many of which are particularly beneficial for neurodivergent students. This was complemented by an in-person event, Thriving, Not Surviving in Education, which focused on understanding and supporting neurodivergent girls, a group whose needs have historically been overlooked. Both sessions aimed to equip families with tools, insights and confidence to support their children more effectively.

The week concluded with a whole school assembly on Monday, where Rhiannon Douglass shared her own experiences of being neurodivergent in school. Her honesty and openness resonated deeply with students. Alongside this, we explored what it means to be an ally: how students can support their neurodivergent peers through understanding, patience and respect. Small actions – listening, including others, and challenging misconceptions – can make a significant difference in creating a truly inclusive school environment.

While Neurodiversity Celebration Week provides a valuable opportunity to focus our attention, the messages we shared must not end here. Awareness is only the starting point. True inclusion requires ongoing commitment – from classrooms to homes, and from students to staff. It is about continually adapting our approaches, listening to student voices, and recognising that one size does not fit all.

Advocating for and celebrating neurodivergent minds is not a one-week initiative; it is an ongoing and essential part of building a school culture where every student can succeed. When we move beyond simply supporting students to helping them thrive, we unlock not only individual potential, but the richness and diversity of thought that benefits our entire community.

You can follow all things SEND at BGS on Instagram @BGSSEND.

By Mrs Hooley, Assistant Head

This week, we have been celebrating Neurodiversity Week at BGS with a variety of events, including alumnae talks, VR experiences and lunchtime activities. It is therefore timely to consider some of the recent changes which have been announced by the Government relating to SEND and more specifically, how the focus on executive function skills can benefit all our students. 

The Government SEND Consultation Review was published in February 2026, as part of plans to update the current SEND Code of Practice ‘areas of need’ which will now become ‘areas of development’. Executive Function has been recognised as one of the five proposed key areas of development for children and young people. Executive function skills are recognised by the NHS as a set of neuropsychological tools which underpins the ability to complete daily tasks, it is something that people develop as they get older and gain experience in using these skills. The main elements of executive function are: 

1. Attention – the ability to focus and maintain concentration on an activity
2. Working memory – holding information for a short period of time to use in some way
3. Impulse control – managing self control, patience and ignoring distractions
4. Planning, sequencing and organisation – the ability to complete a project or activity from start to finish
5. Cognitive flexibility – being able to adapt thinking to changing circumstances or unexpected situations. 

Whilst ADHD students find the acquisition of these skills particularly challenging, all students need support in developing their ability to use their executive function effectively. Education, especially from secondary school or Year 7 upwards can bring complex schedules, multiple teachers, long term projects and more social challenges to the forefront of young people’s experiences. With additional changes to their adolescent brains, hormones and societal expectations, it can be a real challenge for even the best regulated students. At BGS we have actively sought ways to support students with the acquisition of executive function skills through educational strategies, technology as a support tool and practise of life skills. 

We ensure the explicit teaching of study skills to all students; we recently welcomed a learning coach from Elevate Education to provide support and guidance to Year 11 students. The team from Elevate also joined us earlier this year to run sessions with our Year 10 students to ensure an early preparation for GCSE success. In addition, tutor times are allocated to support revision and tasks are set for homework with guidance on planning and sequencing. As part of Neurodiversity week, our SEND department joined with parents at the curriculum conversation on Monday evening to discuss ‘Thriving, not Surviving in Education’.

The use of scaffolding in lessons at BGS supports students to to reach ambitious goals by using a range of processes that guide them to success, as recognised by Tom Sherrington et al in the ‘Walk Thrus’ teaching approach. The purpose of scaffolding is to remove it when the student is confident and ready to undertake the work without the support structure in place. This enables students to practice planning, prepare for examination questions and to use systems which can be adapted to a different context.

As a technology-focused school, we are able to use the 1:1 iPad approach to support students with their organisation, provide tools to enable improved attention and apps to help working memory. Mr Williams ran an online session last week to support revision techniques for students and especially those with neurodivergence. He provided some suggestions of apps which can be used as a focus timer, voice to text notes as well as task organisers and planners. 

From the Junior School up to when the students leave at the end of Sixth Form, we ensure they have as many opportunities as possible to build life skills through their experiences both inside and outside of the classroom. We ensure that the students in our care build self-reflection and awareness and gain real-world practice in project work and planning events. The Year 6 students will start their PYP project in the Summer term, requiring them to plan, research and undertake their own investigations as a group to prepare a finalised project outcome and presentation. Year 8 will be reaping the rewards of their entrepreneurial and creative activity on Tuesday this week as the Tenner Challenge market place opens for customers. Key to the acquisition of any core skills is the gradual increase in responsibility and building of independence with an age appropriate approach. Our Year 9s will once again be taking up the challenge of Bronze Duke of Edinburgh Award with their expedition across Bedfordshire, whilst students in older year groups take on the Silver and Gold expeditions in more challenging (and hilly!) environments.

As a school community, we pride ourselves on preparing students for the world beyond the classroom and the recognition and focus on the core executive skills is essential to success for students in the future.

By Mrs Hudson-Findley (Director of Digital Learning, Enterprise and Sustainability)

Artificial Intelligence (AI) is becoming a normal part of education, and one of the most useful ways students can benefit from it is through revision. Used well, AI can help students organise their knowledge, practise exam skills and develop confidence. Used poorly, it can simply provide answers without real learning taking place.

At BGS, our aim is to help students learn how to use these tools in ways that genuinely support understanding and independence.

Following half term, students in Year 9 and above now have access to a research and study tool called NotebookLM. This allows students to upload teacher-made resources, their own class notes and revision materials and then use AI to help them explore and organise their knowledge. Because the tool works from students’ own materials, it supports revision without replacing the thinking that learning requires.

Teachers are beginning to introduce simple approaches that help students use AI effectively in lessons so that they can apply them independently at home.

Practical Ways Students Can Use NotebookLM for Revision

Students are encouraged to use NotebookLM in ways that support genuine learning. Some simple approaches that work particularly well include:

Explaining difficult topics

Students can upload their class notes and ask NotebookLM to explain a topic in a different way. A second explanation or example can make a difficult idea much clearer. Students should always compare explanations with their own notes and textbooks.

Testing knowledge with questions

Self-testing is one of the most effective revision techniques. Students can ask NotebookLM to generate practice questions based on their notes and then answer them independently before checking their responses. This helps identify gaps in understanding and focus revision time effectively.

Turning notes into revision summaries

NotebookLM can help students organise longer notes into structured summaries or key-point lists. These can then be used to create revision materials such as flashcards or podcasts.

Using AI as a study partner

After revising a topic, students can explain an idea and ask NotebookLM whether their explanation is accurate or if anything important is missing. This encourages active thinking rather than passive reading.

AI works best when students use it to support their own thinking rather than replace it. Used carefully, tools like NotebookLM can help students revise more effectively while still developing strong and independent study habits

By Mrs Gibson, Headmistress

Last week I spoke to our Lower Sixth students as they prepare to apply for leadership roles in the Girls’ Leadership Group (GLG). It is always one of the most satisfying moments of the year: that subtle but significant shift when a cohort begins to see themselves not simply as students, but as potential leaders and example-setters for others. I can genuinely see it in their faces as they consider how they want to lead and what they want to achieve. 

Female leadership has always been deeply personal to me. I was raised by a mother who, despite being academically able, was encouraged to leave school at sixteen rather than pursue A-levels or university. Her opportunities were limited by the expectations of her time. Mine were not – because she made sure of it. She may never have held an obvious leadership title, but her unwavering belief in education and independence shaped my path profoundly. Her missed opportunities became the fuel for my ambition. It is a reminder that leadership often begins quietly, at home, in values rather than positions.

When I was growing up in the 1980s, visible female leaders felt rare. Margaret Thatcher was the dominant political figure and, however one views her legacy, it mattered symbolically that a woman held the highest office. Yet she also reflected the constraints of her era. She promoted very few women and famously took voice coaching to sound more traditionally authoritative. Leadership for women at that time often meant adapting to male norms rather than reshaping them.

Today, our daughters see leadership expressed far more broadly. They can look to figures such as Jacinda Ardern in politics, Shonda Rhimes in television, Mary Earps in sport, Greta Gerwig in film, and Priya Lakhani in technology and ethical AI to name just a few. Leadership now comes in many forms and doesn’t conform to a rigid set of ideals..

Research reinforces why this matters, organisations with women in senior leadership often show stronger collaboration, higher engagement and improved performance. Yet women still lead only a small proportion of the world’s largest companies, and the well-documented “authority gap”, explored by Mary Ann Sieghart, reminds us that women are not always granted credibility as readily as men. Giving girls leadership opportunities at school is therefore not simply about badges or titles; it is about practising voice, judgement and authority in a supportive environment.

This week I was privileged to hear Jeanette Cochrane, the new CEO of the Girls’ School Association (GSA), talk about the power of female leadership and her reflections sharpened this thinking. She argued that leadership must be taught as something learned rather than bestowed, and that girls need explicit preparation for the realities they will face. We must build rhetorical power – teaching them to persuade, disagree and decide under pressure. We must protect ambition from perfectionism and model sustainable leadership, because a pipeline built on exhaustion will not endure. Above all, leadership must be inclusive; if only one style of leading is recognised, inequity is simply reproduced.

As parents, you are partners in this work. Your daughters do not need to be perfect to lead. They need courage to step forward before they feel completely ready, and reassurance that leadership is a practice, not a prize for flawlessness. Collectively, we can make sure that each generation has the option to define what female leadership looks like for them; it is exciting to be part of this progression, because every time one of our girls chooses to apply, to speak, to chair or to challenge, she narrows the authority gap and widens the possibilities for those who follow. As Jeanette said “We want to raise girls who can lead, not following the patriarchal script, but by changing systems and not just surviving it”. I couldn’t agree more! 

By Mrs Howe, Head of Junior School

This week, Junior School pupils have been completing our Pupil Survey. This is a key moment in the school calendar, and one I always await with real anticipation. It offers us a valuable opportunity to hear directly from our children about their lived experiences of school life.

In the Junior School, student voice isn’t simply about asking children what they think; it is about genuinely listening, valuing their perspectives, and allowing their ideas to shape school life in meaningful ways. From Year 3 to Year 6, girls have thoughtful opinions about their learning, their friendships, and the world around them. When we take those opinions seriously, wonderful things happen.

When I think about student voice, and why it is particularly important in an all-girls school, an old comedy sketch immediately springs to mind: The Amazing Invisible Woman from The Fast Show. Probably over thirty years ago now, Arabella Weir portrayed a woman who was consistently overlooked, unheard, and talked over. Although played for laughs, the sketch struck a slightly uncomfortable chord back in the 1990s.

Even today, three decades on, too many girls in society grow up believing that their voices matter less: that being agreeable is safer than being outspoken, that confidence can be mistaken for “bossiness”, and that speaking up is best done quietly, if at all.

Being in a girls-only environment from a younger age gives us, in the Junior School, a powerful opportunity to rewrite that story early. In our safe and secure all-girl setting, one of the key ways we do this is by providing a wide range of opportunities to capture, value, and act upon our pupils’ voices.

There are many reasons why student voice makes such a difference. Having a voice contributes to stronger learning outcomes. Within our IB Primary Years Programme, girls are actively involved in conversations about how they learn, becoming co-creators of their education. This increases motivation, engagement, and confidence. These are qualities that naturally lead to improved academic outcomes.

Our children also offer invaluable insight into what excites them, what challenges them, and how learning connects to the real world. Their feedback helps teachers refine their approaches, making lessons more contemporary, purposeful, and engaging.

Having a voice also contributes to stronger self-belief. Feeling heard builds trust and self-worth, which is particularly critical in the Junior years. Girls who know that adults listen to them are more likely to share worries, ask for help, and develop a secure sense of belonging at school.

Student voice fosters collaboration and mutual respect. When girls see that their ideas can influence decisions, from classroom environments to wider school initiatives, they develop a sense of ownership and pride in their community.

Student voice also supports the development of essential life skills. Learning how to express opinions respectfully, listen to others, and advocate for change are skills that stay with children for life. These experiences help girls develop confidence, problem-solving abilities, and an understanding of democratic participation from an early age.

Research consistently highlights that, if not nurtured, girls’ voices are at risk of becoming diminished as they grow up. By prioritising student voice in the Junior School, we actively counter that trend. Put simply, when girls learn early that their voice has power, they carry that belief with them into senior school, higher education, and beyond. When girls see that their words lead to meaningful change, they learn that speaking up is worthwhile.

Unlike the character portrayed in The Amazing Invisible Woman, our girls should never feel unseen. By embedding student voice into everyday school life, we help Junior School girls grow into confident, articulate young people who know that what they say matters, because it truly does.

By Mr Gardner, Senior Deputy Head – Teaching and Learning

At this point in the academic year, many parents will be supporting their daughters as they navigate some of the most important academic decisions of their school careers so far. For our Year 9 students at BGS, this means choosing GCSE options; for Year 8 students, it involves beginning to identify subjects that spark curiosity and play to developing strengths. While these choices can understandably feel significant, they are best approached as part of a longer educational journey rather than as definitive decisions that close doors too early.

The recent Year 8 Options Fayre was designed to help students begin these conversations with confidence. For many Year 8 students, this was the first opportunity to think carefully about why they enjoy certain subjects and how different disciplines develop distinct skills. By speaking directly with subject teachers, students gained insight into the nature of each subject and the ways it might support future GCSE study. We encourage parents to view this stage as an exploration: choosing subjects that engage and motivate students now helps them build the confidence and intellectual curiosity that underpin success later on.

The focus then shifted to Year 9 and GCSE choices. The Year 9 Options Fayre reflected the growing maturity of this cohort, with students asking thoughtful questions about subject content, assessment and progression. Teachers were able to explain how GCSE subjects support onward pathways into Sixth Form study and, in turn, higher education, apprenticeships and the world of work. While it is natural to consider future outcomes, we consistently see that students thrive most when their choices align with their interests and strengths, providing a solid platform for success at A level or IB and beyond.

Across both events, it was encouraging to see students articulating what they enjoy, where they feel confident and how they respond to challenges. These reflections are invaluable. Universities and employers increasingly value young people who are self-aware, resilient and genuinely engaged in their learning – qualities that are nurtured when students follow pathways that suit them.

Ultimately, subject choices at these stages are not about narrowing opportunities, but about laying strong foundations. At BGS, we are committed to working in partnership with parents to guide each student towards choices that enable her to flourish academically and personally, and that keep a wide range of future pathways open as she progresses through Sixth Form and into higher education or the workplace.

Whenever I do training with colleagues at the beginning of a term, I am reminded of the huge privilege we have to share each day with young people who can challenge and shape us as much as we support them. Perhaps I need to remember that the same applies to our brilliant colleagues.

Recently, I found myself listening to two senior colleagues talking about friendships they had made at school. They were specific about the importance of girl friendships and their unique value. Friends who have your back through life, who know your younger self and have seen you change, fail, grow, and succeed and are still there decades later. It struck me how these childhood friendships remain a source of strength, perspective, and deep trust.

As a man working in an all girls school, moments like this remind me how much I continue to learn from listening to women’s experiences. Observing the women I work with and how they are with friends often leaves me in awe of the emotional depth and loyalty that is profoundly powerful. Schools and single sex schools in particular have a responsibility to create the conditions in which these relationships can grow in healthy, supportive ways. There is no better chance to form lifelong friendships than in an environment like ours, where girls share a breadth of experiences and grow up together.

Research consistently highlights the importance of friendships during adolescence. Positive peer relationships are strongly associated with improved wellbeing, greater resilience, and stronger engagement with learning¹. For girls, friendships are often central to identity development, providing a space for emotional expression, belonging, and validation². Girls also process stress and challenge through relationships, making the quality of those relationships especially significant³.

In single sex environments, many girls report feeling freer to be themselves, less self-conscious and more willing to take emotional risks⁴. Without additional social pressures from mixed gender dynamics, friendships often develop with greater honesty and intensity. For many parents, this is one of the great strengths of an all girls education, a space where relationships, confidence, and voice develop alongside academic ambition.

Of course, friendships are not always straightforward. Moments of conflict, exclusion, or misunderstanding can be deeply upsetting. Research shows that, when well supported, these experiences help develop emotional intelligence, empathy, and resilience⁵. Our role as a school is not to remove every difficulty but to help girls navigate them with confidence and care.

This is where our friendship focused work through Girls on Board aligns closely with our values. In the sessions that every girl in Year 10 and below does each term, the emphasis is that friendship difficulties are normal, temporary, and solvable. Rather than focusing on blame, girls explore group dynamics, build perspective, and develop practical strategies for moving forward. Importantly, they retain their self-worth and sense of belonging. We continue to learn with them and gently challenge, for example, nudging them about the variety of friendship groups, that experiences are not static, and that every girl deserves to be included and celebrated.

For parents, trusting a school with your daughter’s education also means trusting us with her relationships, much of which is experienced through school. Friendships matter not just now, but in the lives your daughters will go on to lead. When we help girls build strong, healthy friendships at school, we are supporting their wellbeing today and laying the foundations for relationships that may endure for years, with the same quiet certainty: friends who have their back for life. What a privilege.

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References

1. Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance. Educational Psychology Review.
2. Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes. Psychological Bulletin.
3. Taylor, S. E. et al. (2000). Biobehavioral responses to stress in females. Psychological Review.
4. Sullivan, A. (2009). Academic self-concept, gender, and single-sex schooling. British Educational Research Journal.
5. Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development.

Many of us will have heard of Blue Monday – the third Monday in January, often described as the most depressing day of the year. The idea is that the post-Christmas comedown, dark and cold days, and fading New Year’s resolutions combine to create a perfect storm of low mood.

In truth, Blue Monday has no scientific basis. It originated as a marketing campaign by a travel company hoping to sell holidays at a quieter time of year. And yet, despite its dubious origins, it resonates with many people. There is something very real about this point in the year: the excitement of the holidays has passed, routines have resumed, and summer can feel a very long way off.

This sense of mid-winter flatness reminded me of research I read earlier this academic year on what is being called a “hack to happiness”. Over a six-year period, psychologist Anthony Burrow and his team at Cornell University explored how young people develop positive wellbeing and a sense of purpose. In his study, students were given $400 to spend on whatever they wanted, something that felt important to them. The vast majority of them spent it on something that helped others. The projects they chose were wide-ranging – creating online mental health resources, donating books, planting trees, or paying for laundry for members of their local community.

The results were striking. Students who worked on a purposeful project showed significantly higher levels of wellbeing, a stronger sense of purpose and belonging, and a greater feeling of being needed and useful. They also reported a healthier balance between positive and negative emotions. Crucially, they were happier than peers who had not taken part in a similar project.

This research underpins why this is such an important time of year for our Year 10 Giving Forward project and the launch of the Year 12 Campaign Challenge. These initiatives are not simply “nice extras”; they are carefully designed opportunities for students to engage deeply with something that matters to them and to see that they can make a genuine difference.

So if your daughter is feeling a little low at this point in the year, I am not suggesting you hand her £400. But you might gently encourage her to lean into the many opportunities available at BGS to contribute to something beyond herself – whether through our Year 10 or Lower Sixth programmes, student council, focus groups, peer support, or wider community involvement. Purpose, even in small doses, can be a powerful antidote to low mood.

We consistently encourage our students to find their purpose, and it truly does not matter what that purpose is. What matters is having one. Young people who do tend to experience greater confidence, higher self-esteem, a stronger sense of meaning, and more positive emotional wellbeing. As Maya Angelou said: “I have found that among its other benefits, giving liberates the soul of the giver” and at this time of year especially, that is a lesson worth holding onto.