Girls often face societal pressures to remain agreeable or deferential, which can diminish their confidence and stifle self-expression. In this second blog inspired by the recent GDST Report: Designing the Future of Girls’ Education, we explore how creating supportive spaces empowers girls to develop their voices—both as individuals and as members of a broader community. Through classroom engagement, assertive communication and opportunities for debate and self-expression, we help girls speak up, speak out and stand tall.

Single-sex education offers a unique platform for girls to develop their voices free from the societal pressures often present in mixed-gender environments. As Megan Murphy, Global Executive Director of the International Coalition of Girls’ Schools (ICGS), explains:

“The minute a girl leaves school, she is living in a co-ed world, but that does not mean that being in a single-sex environment keeps them in a bubble. I think for a girl to be a young woman, interacting at her best in a co-ed world, then a girls’ school is where she’s going to hone her voice, where she will understand how to stand up and speak up.”

At Norwich High School for Girls, we prioritise creating opportunities for active participation in lessons, encouraging students to ask questions, share ideas and challenge assumptions. These early experiences in self-expression are critical stepping stones to broader confidence in academic, social and professional contexts.

Teaching girls to communicate assertively is essential for their development. Assertiveness allows them to express their needs, opinions and boundaries with clarity and respect. This skill is woven into our RSHE (Relationship, Social, Health, and Economic education) curriculum and reinforced in classroom activities, where students practise articulating their thoughts with conviction while listening to others with empathy. The Year 9 RSHE curriculum in particular helps students to develop their skills of confident communication when building respectful relationships with their peers. They practise how to navigate difficult conversations, develop a toolkit for managing conflict and can challenge unwelcome passive aggressive behaviours. Students can identify where they can use their voice on local and global platforms as they learn how to become active citizens as part of our Beyond enrichment programme. Their vision and optimism about the future ahead is very refreshing and their determination and energy leaves us in no doubt that the world is in good hands as these students move into adulthood.

The ability to disagree respectfully is a cornerstone of healthy communication and a key skill for future leaders. Teaching girls to navigate disagreements constructively—whether through debate teams, peer discussions, or conflict resolution exercises—fosters resilience, critical thinking and mutual respect.

Kristina Lewis, Deputy Head (Academic) at Blackheath High School GDST, emphasises:

“As we prepare our students to be the future leaders, thinkers and contributors to society, mastering the art of disagreeing well empowers them to navigate the complexities of the modern world. It strengthens their ability to solve problems collaboratively, fosters resilience in the face of adversity and ensures that their voices contribute meaningfully to dialogue.”

At Norwich High School for Girls, strategies for practising civil discourse include structured debates, collaborative problem-solving tasks and real-world case studies. Starting small, with manageable disagreements among peers, builds the skills and confidence needed for tackling larger societal issues. Politics A Level has always been a natural choice for many girls who wish to understand more about the world around them, ask questions of those in positions of power and begin to construct their own views on complex national and global problems. Constructive conflict resolution at an early stage lays the foundation for meaningful, respectful conversations in adulthood.

Expression and confidence extend far beyond academic settings. Opportunities such as participating in or leading the School Council, performing in drama productions or entering a public speaking competition such as the Cranmer Award, allow girls to explore their voices in diverse ways. By engaging in our Beyond programme or becoming a Changemaker, students learn to advocate for causes they care about, take ownership of projects and lead with purpose.

The Norwich High School Debating Club has a long and distinguished history and it remains a popular choice for all ages throughout the Senior School. Here the girls are taught the importance of listening, as well as responding, and they understand how to research, justify and communicate their arguments in an informed and respectful way. Local, regional and national competitions equip our debaters with the confidence to debate alongside their contemporaries, while programmes such as the Model United Nations develop the skills of global empathy as they step into the shoes of other nations to tackle international challenges.

This holistic approach ensures that girls leave school equipped to express themselves assertively in any setting.

As Kristina Lewis notes in the GDST report: “By disagreeing with respect, we are encouraging students to contribute to a culture of healthy discourse.”

The skills honed in a supportive, single-sex environment equip girls to thrive in the co-ed world beyond school. From their first classroom discussions to their future roles as leaders, they carry forward the confidence to speak up and the resilience to make their voices heard.

Together, we are nurturing a generation of girls who will lead, challenge and inspire—a generation unafraid to speak up for themselves and for others.