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. 

As I sit and write my blog this morning, I can hear students practising for the music concert tonight, singing When Santa Comes to Town. This is always such a joyous week in school: Christmas jumpers being worn, celebrations being had, and the sixth form/staff pantomime to look forward to.

However, I think it can also be a time for reflection and noticing the passing of time. I recall this time last year, having just lost my stepfather, that Christmas was not something I was looking forward to as I usually would. I am conscious that this is the same for many families at this time of year. It can be hard to balance the joy with the sadness that some of us feel when important people are missing, at a time when we are all coming together as families. Our thoughts are very much with those in our community for whom this Christmas will feel especially different, and we hold them in our hearts.

I was also thinking about the passing of time when I attended the wonderful BGS Christmas Fair on Saturday. I so enjoyed seeing the Junior School choir singing their Christmas songs, and lots of children revelling in riding the Christmas ponies, getting their faces painted, and seeing Father Christmas in his grotto. But it made me realise how much my own children have grown up since I took up the Headship at BGS. In my first few years here they used to come along to the fair with me and enjoy the girls’ stalls and the Christmas atmosphere. They are both teenagers now and are busy doing their own things when the fair is on.

Having said that, I know that come Christmas Day we will still all gather together and celebrate as a family. They are not too old to receive stockings, for instance, and I know I will still cherish these Christmas times together. I find it so surprising that my older son has only one more Christmas left at home with us before he goes off to university. I am sure many BGS families are already in this position, with at least one child out in the big wide world. That is what we do, as families and as a school: we prepare them to go out into the world and follow their dreams. It can be hard, but it is wonderful to see them when they come back to us, at school as alumnae with exciting tales of their new careers, and as parents, when we know they still need us no matter what age they are. 

I know this time of year may be hard for some, but I hope we can all cherish the moments that are dear to us, and that we find the joy in the small things – not in presents, but in sharing hugs and love with one another. We cannot stop our children growing up, but we can enjoy each of the different stages that their lives bring to us.

I will again enjoy the time with my children this holiday, but I am also incredibly lucky that I get to share the joy with all of your children this week too. They have provided me with so much happiness through their excitement, their wonderful performances in so many events, their energy and commitment across the school, and their generosity through their commitment to charity, such as during the Year 7 service afternoon. I think this quote from  A. A. Milne perfectly sums up how I feel at the moment; “Sometimes the smallest things take up the most room in your heart.” I consider myself very lucky to be part of this wonderful community at this time of year and I hope you all have a lovely time with your families over the holidays. 

By Mr Gracie, Deputy Head – Student Engagement and Welfare

One of the things that encouraged me to join BGS when I applied for my role was that student engagement formed part of my job title. As someone committed to ensuring young people have what they need to thrive, this signalled a school that values student experience. I was pleased, though not surprised, when this year’s GLG chose student voice as their campaign, inspiring this latest blog.

Why student voice matters

Research consistently shows that when pupils feel heard and see their views acted upon, their motivation, behaviour and sense of belonging all improve¹. They participate more actively in lessons, build stronger relationships with teachers and gain greater agency of their learning.

Student voice also helps schools evolve. Pupils notice aspects of teaching, routines and culture that adults may not². When their insights shape decision making, especially those of quieter learners, schools become more inclusive and more responsive to the needs of every student. Listening to students is therefore not separate from high standards. It is one of the ways we achieve them.

Why this matters especially for young women

In a girls school, the value of student voice becomes even more significant. Studies in girls’ education suggest that confidence, self advocacy and the ability to communicate ideas clearly are important predictors of success³. By giving our students meaningful opportunities to influence their environment, we nurture these skills with purpose.

Through these experiences they learn to question, reflect and shape their surroundings. Most importantly, they understand that their voices carry influence in their friendships, in their school community and beyond.

Nawaal Qazi, our Head Girl, explains why she and her GLG team have focused on student voice this year:

“When achieving the role of GLG captain, there are a number of new responsibilities which you take on. Despite a bigger workload and frequent events, two of the most important responsibilities are: being a good representative and advocating for students.

Often, the GLG campaigns focus on the former rather than the latter. Encouraging students to take more risks, be kind to one another, or embrace their differences.

However, in a school of confident young women who have learnt and grown from all these campaigns, we knew we wanted to utilise their strength for good.

In an attempt to make lasting and impactful change, we launched our ‘Hear Me Out!’ campaign.

‘Hear Me Out!’ is a play on words pertinent to a trend on social media which many of our students are aware of. The campaign focuses on listening to students’ concerns, aspirations and ideas. Restructuring the format of Student Voice to place greater importance on the role alongside streamlining the meetings to ensure their effectiveness has been our focus.

In doing so, we have taken on both responsibilities- aspiring to be good role models for the pupils by representing their interests and ensuring that their voices are heard.”

Molly Brierley, our Deputy Head Girl, shares how she has seen the new structure develop:

“Student Voice has been a great platform for students to express their opinions and suggestions in order to improve the school. The new format has been more efficient and I have really noticed all the girls being more enthusiastic in discussions that can be focused on anything from food to diversity and inclusion. I have really enjoyed being a part of Student Voice, it’s a great way of ensuring a consistent connection between students, staff and senior leadership.”

The impact of student voice is often felt most in the classroom. When teachers listen to pupils’ experiences, what supports their learning and what may hinder it, teaching becomes more responsive. Research shows that involving students in dialogue about learning increases metacognition and engagement⁴. This is why our cycle of department reviews at BGS always includes a reflection of student voice through a department review survey. Likewise, the structured support offered during the GCSE years, including the current revision programme for Year 11, has also been refined directly through student feedback.

Listening and adapting to students is central to strong pastoral care. This year, our Form Tutors are focusing on connection building. The trust created through these conversations enables staff to listen carefully and validate students, helping them feel supported throughout their time at school. This is one of the reasons our Sixth Formers are such   confident young women. They have been able to shape their experience in ways that reflect what they find most valuable. Student voice strengthens learning, supports wellbeing and helps develop thoughtful, principled young women. 

At BGS, we aim to let students influence our environment from everyday experiences to broader strategic priorities. It is not a token gesture but an essential part of building a community where each student feels they matter and knows that their voice can shape their world. I feel privileged to help facilitate this and to see the positive impact our students have every day.

References

1. Mitra, D. (2004). The Significance of Students: Can Increasing Student Voice in Schools Lead to Gains in Youth Development; Levin, B. (2000). Putting Students at the Centre in Education Reform.
   
2. Flutter, J., and Rudduck, J. (2004). Consulting Pupils: What’s in It for Schools
   
3. OECD (2018). The Future of Education and Skills 2030; Smith, J. (2017). Girls Schools Association Research on Confidence and Aspiration.
   
4. Black, P. and Wiliam, D. (2009). Developing the Theory of Formative Assessment; Hattie, J. (2012). Visible Learning.
   

This week at the Girls’ School Association Annual Conference I had the chance to ask Jess Phillips MP how the government plans to rebuild young people’s trust – both in the systems designed to protect women and girls, and between young men and women themselves. Her answer was candid, sometimes sobering, and, importantly, hopeful. It also made me reflect deeply on our own role as a school.

Jess Phillips started her speech talking about her years at King Edward VI High School for Girls, describing how she didn’t have to perform or shrink herself – she could simply be. That resonated with me. This is exactly what we want for our girls at BGS: the freedom to grow, question, express themselves and feel entirely at home in their own skin.

However, she also outlined how much the world has changed. Violence and misogyny among teenagers is rising, and the age at which harmful behaviour begins is falling faster than anyone predicted. Domestic abuse within teenage relationships is increasing. The average age of perpetrators in child sexual abuse cases is now shockingly just 14 years old. Schools have seen this emerging for years; Jess Phillips described us as the canaries in the mines, that just weren’t heard. 

Importantly, she reminded us that this is not only a girls’ issue. Violence against women and girls harms boys too through fear, misinformation and pressures that distort what healthy relationships look like. I loved that Jess Phillips spoke as a mother of two young men as well as a politician, and that struck a chord with me. I’m also raising two boys while overseeing the wellbeing of hundreds of girls, so I am acutely aware of both sides of this issue.

For many parents in communities like ours, it can feel tempting to hope these problems sit elsewhere. But the digital world means anyone can be affected, and the influences shaping young people’s attitudes today reach into every school and every home. 

Yet alongside the concern, Jess Phillips also shared something energising: she feels immense hope from young women today, young women who will not tolerate disrespect, who expect fairness, and who want to be part of the solution. This is absolutely the spirit we see here every day at BGS.

She also stressed the vital role of schools. Sometimes unfairly burdened, as teachers increasingly pick up responsibilities previously held by other services, but also uniquely placed to make a difference. Schools, she said, are where the real work of teaching about respect, consent and relationships happens and where it can genuinely change lives.

This is work we take seriously here at BGS. We ensure relationships education is a genuine dialogue, not a tick-box exercise. We teach consent, digital awareness, empathy and kindness in ways that feel meaningful. We are proud to help our girls understand their own agency and, through our collaboration with Bedford School, to help boys understand it too. Above all, we model what trust looks like – trust in adults, in systems, and in themselves.

Jess Phillips left us with a powerful reminder: we cannot allow brilliant, capable girls to have their futures limited by harm we can prevent. The financial cost of violence against women and girls is staggering £13 billion a year in lost work alone – but the human cost is far greater.

Her speech was challenging at moments, but ultimately a call to action. She spoke with deep respect for schools, reminding us that education deserves greater recognition for all its shoulders. I loved her approach, for its honesty and no-nonsense clarity, that unfiltered, straight-talking candour that spoke to my northern soul and made me feel that I was hearing the truth, unvarnished and unafraid. It’s a talk I won’t forget, and one that has left me inspired to do even more for the girls in our care.

Thus, at BGS we will continue to engage with these issues thoughtfully and age-appropriately, with the reassurance that your daughters are part of a school committed to their safety and wellbeing. Thank you, as ever, for partnering with us in raising girls who know their worth and who will go on to build a world where that worth is never questioned.

At the recent International Coalition of Girls’ Schools’ Symposium on Girls’ Education, I was delighted to be invited to join a panel alongside Heads from Australia, Canada and the UK state sector. We had only a short time to tackle some big questions – including what the curriculum should look like for girls in the future, and whether girls’ schools are still relevant.

To that last question, my answer is, of course, a resounding yes! The benefits of an all-girls’ education are well known, increased confidence, leadership, and aspiration but they are also as necessary as ever, because the world remains unequal for women and girls. The need for a space that nurtures their ambition and equips them to shape the future has not diminished.

What inspired me most about our panel were the stories of girls and women shaped by these schools. One memorable example, told by Angela Terpstra of Bishop Strachan School in Canada, was of a 90-year-old British woman who had been educated at her all-girls’ school in Canada during the Second World War. On returning home, she was prevented from continuing her education due to the social constraints of the time, yet later in life once her children were grown, she earned a degree and forged a remarkable career. That determination and love of learning is familiar to all who work in girls’ schools. We have always been pioneers in opening doors for women and girls, and we continue to be so today.

I was asked to share my thoughts on what a great school curriculum looks like for girls in the future. What I particularly valued about our discussion was the chance to explore girls’ education from a truly global perspective, rather than through the lens of any one country’s priorities. For me, it comes down to three key stages: a strong start that embeds confidence and a love of learning, a coherent and creative use of technology throughout, and a purposeful transition into the wider world as they leave us (during Sixth Form here in the UK).

Sadly girls begin to lose confidence in their abilities from around age 8, so capturing their love of learning and developing curiosity must be embedded early. At BGS, we have chosen to follow the PYP, in part because it puts the learner at the centre of their learning journey. Girls realise how important their voices and opinions are as they move their learning on in a way that interests them. They are not bound by rigid structures and understand that learning is a social process – perfect for the ways girls learn. Our students are curious and confident at this age, and they carry this with them as they grow. 

When looking at our digital strategy the starting point for us is that only 22% of the global tech workforce are women. This means that tech is being created without women in mind and as technology plays such a huge and growing role in our lives, we need to address this. BGS has been an Apple Distinguished School for over a decade, but it’s not the device that matters – it’s the approach. We’ve always believed in developing technological fluency, but with AI now part of daily life, that goal has taken on new urgency. Our girls must see technology as a space where their voices matter, and where they can make a difference.

In the Sixth Form, we focus on preparing our students for life beyond school – academically, personally and professionally. Leadership opportunities abound, from captaining teams and running events to leading societies and assemblies. We ensure our Sixth Formers feel heard, valued and empowered to make change.Our PSHE and careers programmes prepare them for university and beyond from AI-assisted interviews to managing their own finances and wellbeing. Alumnae mentoring ensures that BGS girls continue to support one another long after they leave.

Linda Douglas from Wenona School in Australia also spoke so persuasively about teaching wellbeing as a lifelong skill. And we couldn’t agree more here at BGS; our wellbeing committee and student-led events create a supportive, joyful environment, while giving girls real experience of teamwork and leadership.

It was really powerful to come together with leading Headteachers from across the globe and such a joy to realise our shared ambitions for the future of girls’ education. As Ban Ki-Moon said ““To educate girls is to reduce poverty, improve health, and strengthen economies – but most of all, it is to set free half the world’s potential.” 

By Mrs Hudson-Findley, Director of Digital Learning, Enterprise & Sustainability

AI investment may fluctuate, but its impact on teaching and learning is here to stay.

The International Monetary Fund (IMF) recently warned that the global surge in artificial intelligence (AI) investment could mirror the dot-com bubble of the early 2000s. Tech giants are pouring billions into AI infrastructure, data centres and chips, creating a wave of speculation reminiscent of the internet boom -and, potentially, its bust. But while the financial world braces for a correction, the educational landscape tells a very different story.

If the dot-com crash taught us anything, it’s that bubbles can burst without killing innovation. The early 2000s saw investors lose fortunes, yet schools and universities emerged transformed by the internet’s connective power. Two decades later, AI is following a similar pattern: whatever happens on Wall Street, classrooms across the world are already changed for good.

In education, AI is not a speculative asset – it’s a practical tool. From personalised feedback and adaptive learning systems to ethical use frameworks like Bedford Girls’ School’s AI Traffic Lights model, schools are embedding AI into everyday teaching. Students are learning how to question AI outputs, interpret bias, and use generative tools responsibly. Teachers, meanwhile, are discovering how AI can save time, enhance creativity, and provide insights into student learning that were previously out of reach.

This shift marks a profound transition: from hype to habit. Whether AI investments rise or fall, the skills of prompt literacy, digital curiosity and critical thinking have already become essential learning outcomes. These are the dividends of the AI era that no market crash can erase.

If AI in business is a bubble, AI in education is a tide – one that is quietly, steadily reshaping how young people learn and how teachers teach. The money may ebb and flow, but the mindset shift is permanent. When the bubble bursts, education won’t be left empty-handed; it will be standing on firmer digital ground.

I always love Open Morning. Not only is it a chance to really showcase all that is wonderful about BGS but it also offers me the opportunity to talk to new families and current parents. The students are always incredible ambassadors for the school and it always reminds me of the power of a girls-only education. 

Parents often, quite rightly, ask if an all-girls’  education is still needed in today’s world and my answer is quite simply, yes. I would say in a world full of uncertainty, social anxiety, extremist views and political unrest, a girls-only education may be more relevant than ever.

As school leaders we know that girls do better in a single sex setting; we can see the inner core of confidence, resilience and the sense of voice that grows in students every day here at BGS. We can see it from the university courses they go on to study, the career paths they take and changes they lead. But research strongly backs up what we see, and it is stark. The world is still not a level playing field and students in all girls’ schools will outperform their counterparts in co-ed environments.

Girls in single-sex schools develop higher levels of mental control and confidence when compared to their contemporaries in co-ed settings. There is evidence to show that in co-ed environments girls don’t want to stand out; so they are likely to adjust their goals downwards; the opposite is true when girls are alongside other high achieving girls, they are more likely to set higher ambitions and goals (GSA).   

Research by the Department of Education and the Girls’ School Association (GSA) found single-sex girls schools out-perform students in co-ed schools at both GCSE and in the Sixth Form; in single-sex girls are twice as likely to study Physics or Further Maths in Sixth Form and 70% more likely to take Chemistry and Computer Science. 

Young women entering the workplace are still confronted by a gender imbalance; let’s consider the tech sector, one of the world’s fastest growing areas – research by the World Economic Forum in 2020 reports that women account for only 22% of the global tech workforce. We must not put further obstacles in their way. In the girls-only environment at BGS, our students don’t see barriers to the career they want to build, they are not subjected to unconscious gender bias; they can aspire to be whatever they want to be . 

As teachers and pastoral leads in an all girls’ environment, we understand the neurological differences in the way that male and female brains develop and how this impacts learning and development. We can build an environment where we know how girls learn best, and employ strategies inside and outside of the classroom which solely benefit girls. From the length of lessons to the co-curricular programmes we offer, everything we do is tailored to ensure girls thrive. We can build opportunities for them to develop respectful friendships with boys, so that they understand and respect differences of opinion and approaches – but at BGS their views are never undermined and their needs are always prioritised. 

As I walked around the school on Open Morning, I was proud to see the girls-only difference in spades; from our wonderful Sixth Formers, supporting teachers in the classroom and chatting to new families; to our sportswomen playing hockey on the sports pitches or singing in the Dining Hall; and our confident young Year 7 students excitedly explaining why they love their school as they toured prospective families. 

Our students are stepping into a complex world and we’re giving them a head start. We’re future-proofing them to seize every opportunity, overcome challenges with confidence, and remain true to themselves.     

By Mr Gracie, Deputy Head – Student Engagement and Welfare

As we progress through the winter term, working hard and celebrating lots of success, I am approaching two years of working here. As this milestone approaches, I have occasionally paused for reflection and have also been asked by a number of people, “How’s it been?” or “What’s been different since you moved from the boys’ school?”

The phrasing in some of these questions has focused more on the differences between teaching boys and girls. This is, of course, a tricky question to answer because in any lesson or year group there are 20, 100, or more individual young people – each with their own story, their own experiences, their own skills and talents. That is what makes being an educator so rewarding; we get to share in and guide young people for a portion of their growing up. It is the greatest privilege. Someone’s gender is only one part of who they are, and there is far more variation on a daily basis between students within a gender than there is on average between boys and girls.

The students at BGS are impressive people, full stop. They are the main reason I came to work here, and I have only had daily affirmations that it was the right choice. Their drive to be their best selves, their care for one another and their forward-looking attitudes are truly inspirational.

Having said that, there is a reason we are resolutely and proudly a single-sex school. There are many advantages to being a school for girls, and there are shared experiences that allow us to be genuine specialists in supporting young women growing up in a world that is still more challenging and unequal than it should be. The importance of friendships, and the turbulence that can come with them, can certainly be more pronounced in girls, and they need experts around them to understand this. Early this week I was privileged to spend time with a colleague, Mrs Kristie Whomsley, and around 40 parents, focusing on how we can support students with the skills to navigate friendship turbulence and build resilience.

We are proudly a Girls on Board school, and Mrs Whomsley did a superb job unpacking how using this tool has really helped us all find a common language and shared understanding about friendship turbulence. A year on, we are seeing a greater ability in students — from Year 3 right up to the GCSE years to identify behaviours, show empathy towards others, and build the self-awareness needed to handle challenges more effectively. These tools are essential for successful adult life. The shared language has also helped us as adults, at school and at home, to ask more coaching-style questions and to consider what our young people really need from us at those painful moments of turbulence, when the existential truth that “every girl needs a friend” feels challenged.

As parents and experienced educationalists, with many years of teenage parenting experience between us, Mrs Whomsley and I also reflected on how helpful it has been to truly listen to the girls and to use the Girls on Board tools to be guided by them and their needs. I am fortunate that part of my role is to place those experiences at the centre of what we do. We continue to adapt our pastoral programmes, including our use of the Girls on Board approach, to best suit our cohorts and their experiences. Linking this into our wider resilience framework has been especially valuable and is an area we continue to explore.

When friendship turbulence or another challenging moment occurs — a failed test or a crisis of confidence, it can feel all-encompassing for young people. That is why having excellent form tutors and wider pastoral team, who are close to their students’ daily experiences, and a busy curricular and co-curricular environment really matters. A BGS student’s days are filled with so many opportunities, and it doesn’t usually take long, when they pause with a caring adult, to uncover reasons for positive self-esteem, examples of resilience, and evidence of all the skills needed for success in life. So, what is different about girls? Well, of course, there is a whole lot and understanding the specific needs of young women really matters. But that question isn’t nearly as important as: “What is different about BGS students?” For me, it is their ability to bounce back and grow, and their readiness for adult life when they leave our fabulous Sixth Form. That has been the most powerful discovery in my two years here. I am both proud and hopeful that our future will be shaped by the superb young people we are privileged to support.