In the next blog in our series linked to the recent GDST Insights report: Designing the Future of Girls’ Education, we are looking at role models. Positive role models are essential for inspiring girls and guiding them toward their ambitions. By providing a diverse array of examples—from alumnae excelling in fields as varied as science, sport and the arts, to student leaders within our school community—we help girls envision themselves as future leaders, innovators and change-makers.

At Norwich High School for Girls, we are proud to be part of the GDST network, a family of over 100,000 alumnae making a difference across the globe. These remarkable women span every profession and serve as living proof of what is possible.

As Megan Murphy, Global Executive Director of the International Coalition of Girls’ Schools, states in the latest GDST Insights Report: “If you can’t see it, you can’t be it”. Yet the reality, as highlighted in Plaister’s (2024) research, is stark: nearly 58% of schools sent no girls on to study Computer Science at Sixth Form and nearly 32% sent none to study Physics. This highlights the pressing need for visible, relatable female role models to disrupt stereotypes and encourage ambition across all sectors.

Meeting role models in person has a profound impact. It transforms abstract concepts of success into tangible realities. At Norwich High School for Girls, we make these encounters part of everyday life. As our Year 12 students embark on conversations and research about their next steps, the role models surrounding them become critical in helping them imagine themselves in those careers or positions.

Through the GDST alumnae network, our students don’t just see women doing inspiring work—they have direct opportunities to connect with them. For example:

• Camilla Watson (Class of 2006): A geoengineer who visited in the autumn term to deliver a SIX+ Lecture, sharing her journey and inspiring students to embrace challenges in STEM fields.
• Elizabeth Watts (Class of 1997): A professional soprano who performed at our Carol Service, leaving students inspired through her artistry and personal interactions.
• Lillian Liu (Class of 2016): After completing her medical training and qualifying as a junior doctor, Lillian transitioned to a career in finance. She is now training as an accountant at a leading firm in Cambridge. During the spring term, Lillian returned to school to share her career experiences with Fifth and Sixth Form students.

Students can post questions on our secure online communication platform, GDST Rungway, to seek advice and guidance from alumnae. They can attend GDST online workshops and events or meet alumnae face-to-face at in-school events and our lunchtime SIX+ Lecture series. These connections help students understand that with determination and effort, success is within reach.

In addition to external figures, our school environment fosters role modelling at every level. Initiatives like Playground Pals, Big Sisters, the House system, and Sixth Form leadership programmes ensure younger students are mentored by older peers, creating a sense of belonging and aspiration. Whether it’s a Prep School student looking up to a Sixth Former or a House Captain leading by example, our whole-school model ensures accessible role models for every age group.

Saskia, a Lower Sixth student, recently presented her independent research to Sixth Form and Senior School students, drawing fascinating parallels between the ancient hero Telemachus (son of Odysseus) and the modern hero Harry Potter. Her analysis not only reflects Sixth Formers’ commitment to enriching the school community but also offers a powerful insight: heroism and by extension, being a role model, is not about perfection or invincibility, but about growth, responsibility and sacrifice for the greater good.

Additionally, the importance of teacher role models cannot be overstated. As Jessica Wade, Royal Society University Research Fellow, recalls in the GDST report: “My physics teacher at South Hampstead had a PhD in materials physics. She took the subject beyond the curriculum, igniting my passion for the field.”

Role models must also be relatable outside the digital world. Edwina Dunn OBE, founder and CEO of The Female Lead, notes: “Disrupting the algorithm by following real people rather than celebrities brings a seismic change in behaviour and confidence.”

Sherry Coutu CBE, Chair of Founders4Schools, adds: “We make it easier for teachers to illustrate curriculum points by bringing real-world examples into the classroom, even if just for half an hour.”

By connecting students with real, accomplished individuals, we counter the often superficial narratives found online and inspire them to set meaningful, ambitious goals.

Nine in ten students at GDST schools feel they have positive role models who help them aspire to greatness. These role models instil not only confidence but a sense of responsibility to uplift others. In a world where women can be anything, we encourage our students to strive for ambition—not just for themselves but for the impact they can have on those around them.

Together, we are shaping a generation of women who lead with purpose, inspire others and make a difference in every field they enter.