The recent GDST Insights Report, Designing the Future of Girls’ Education, highlights how girls’ learning preferences and leadership styles often contrast with those of boys. Many girls excel in environments that emphasise collaboration, discussion and teamwork – key attributes for a future driven by adaptability and innovation. This presents a unique opportunity for educators to leverage these strengths, not just as a teaching approach but as a foundation for lifelong success.

Collaboration in learning extends beyond academics; it cultivates emotional intelligence and interpersonal skills. Girls thrive in settings that prioritise group discussions, project-based learning and teamwork, which nurture empathy, mutual respect and adaptability – qualities vital for personal and professional growth.

At Norwich High School for Girls, this ethos is central. In STEM subjects, students approach complex challenges through teamwork, while creative arts and leadership activities encourage the sharing of ideas and collective problem-solving. These experiences foster confidence and resilience, empowering girls to articulate their perspectives with clarity.

Hazel Packer, Director of Sixth Form, captures this dynamic: “When Year 5 and Year 10 students collaborate during activities like Enterprise Day, both groups benefit. Younger students learn from their older peers’ problem-solving strategies, while older students refine their leadership and mentoring skills. Similarly, whole-school House Days – featuring music, drama and creative challenges – are more than just fun. They build community spirit while nurturing creativity and confidence.”

As the World Economic Forum predicts that analytical and creative thinking will become critical skills by 2027, collaborative, project-based learning provides an ideal platform to develop these competencies. At Norwich High, our curriculum incorporates complex tasks designed to challenge students, deepen their engagement and build resilience for real-world problem-solving.

Susan Roberts, Head of Norwich High Prep School and Nursery, explains:

“Our eight ‘Qualities for Learning’ – such as Rita Resilience and Dita Determination – are at the heart of our character development programme, seamlessly woven into our curriculum. This foundation extends through the Senior School’s ACTIVE model and the Sixth Form’s Velocity framework, ensuring a continuous and progressive development of skills. By fostering adaptability, creativity and leadership, we prepare our girls to meet the challenges of an ever-evolving world.

“Through active thinking and learning, we embed critical thinking across the curriculum, introducing subjects like Global Perspectives and incorporating flipped learning tasks. This approach enables our girls to apply the ‘Qualities for Learning’ in their everyday studies, developing the resilience and problem-solving skills needed to thrive.

“By making these essential skills explicit, we empower our girls to take ownership of their learning and become proactive, engaged students. In mixed classrooms, girls can sometimes take a backseat, but in our environment, we see them grow in confidence – justifying, interpreting, analysing, evaluating and problem-solving alongside their peers. Parents frequently share how much their daughters flourish and enjoy their learning after joining the Prep School.”

By aligning with frameworks such as the World Economic Forum’s future skills and Deloitte’s Future of Work report – which highlight the importance of digital fluency, data mastery, social skills and creativity – we ensure our students are equipped to excel in an evolving world.

Collaboration isn’t confined to lessons. Marie Hood, Director of Co-Curricular at Norwich High School for Girls, reflects: “Our Beyond Programme demonstrates how co-curricular activities are equally vital in developing lifelong skills. Whether it’s teamwork on the sports field, leading a social committee, competing in F24 teams, or founding a new club, these experiences help students discover their niche and build essential teamwork and leadership skills.”

As outlined in the GDST Report, research also underscores the importance of collaborative environments. A Dutch study on cooperative problem-solving in physics found that girls performed better in all-female groups than in mixed-gender ones, affirming the value of tailored settings where girls can thrive.

As Cath Bishop, Olympic rower and leadership expert, notes: “Peer learning increases autonomy in the learning experience – having a voice, feeling you belong, focusing on learning rather than outcomes.” This sense of belonging is transformative.

A GDST Sixth Form student shared: “Lessons here are tailored to how I learn, giving me the confidence to ask questions and seek help without fear of judgment – something I didn’t experience at my previous school.”

Helen Dolding, Deputy Head Pastoral at Norwich High, adds: “Our Senior School pastoral aims: Know Yourself, Look After Yourself and Make It Happen, ensure students feel part of a supportive community. These initiatives strengthen bonds across year groups, fostering mutual encouragement and belonging.”

At Norwich High, success is seen as both a personal and collective endeavour. The Academic Scholars’ Programme exemplifies this, creating a culture of shared goals and mutual encouragement. By embracing collaboration, students learn the value of teamwork – a skill that will serve them in both academic pursuits and the workplace.

As education evolves to meet the demands of a rapidly changing world, the emphasis on creativity, critical thinking and collaboration remains paramount. By fostering emotional literacy and creating safe spaces for experimentation and risk-taking, we prepare girls to navigate the complexities of the future with confidence, resilience and purpose.

Together, we are cultivating a generation of leaders who understand that success is not a solo journey but a collaborative endeavour.

Included in the GDST Report is a Framework for educating girls, offering a practical guide for parents, teachers and schools to assess and enhance their approach to girls’ education. The “Classroom, Curriculum, and Culture” elements of the framework provide tips for schools at all levels of development to support the next generation of confident, capable young women by embracing evidence-based, girl-focused educational practices. Find out more on the GDST website here.