Blog Series: Designing the Future of Girls’ Education #1

Posted on 13th January 2025 by Alison Sefton

In this blog post, Alison Sefton discusses the importance of fostering a culture of courage.

Confidence: Building a Foundation for Success

The recent GDST Insights Report, Designing the Future of Girls’ Education, highlights an enduring challenge: ensuring girls develop the confidence and courage to make their voices heard. It’s a timely reminder that confidence isn’t innate, nor is it the only marker of success. Instead, fostering a culture of courage—where girls feel empowered to take risks, speak up and navigate challenges—can be transformative.

Addressing Gaps in Girls’ Authority and Courage

There is a long-standing challenge in education where girls often participate less actively in classroom discussions, especially in co-educational settings. Studies have shown that attention in these environments tends to be dominated by a small number of assertive boys, leaving many girls reluctant to contribute.

It’s a scenario that resonates with many of us: boys raising their hands enthusiastically, even when unsure of the answer, while thoughtful and capable girls hesitate, held back by a fear of making mistakes. This hesitation stems not from a lack of ability but from a deep-seated fear of failure—something that stifles self-expression and growth.

At GDST schools, we are committed to changing this narrative. By fostering a learning environment that encourages risk-taking and embraces mistakes as part of the journey, we help girls build the confidence to express themselves. This philosophy underpins our approach at Norwich High School for Girls.

In our Prep School, for instance, the “Learning Pit” tool, a visual model that helps pupils understand the process of learning through challenge, empowers them to view obstacles as opportunities for growth. It illustrates how grappling with difficult tasks can lead to deeper understanding and mastery. As one pupil insightfully noted, “The lesson after a test is when we learn the most because that’s when we find out what we didn’t know.” It’s all about showing our girls that setbacks aren’t failures—they’re just stepping stones to success.

Confidence Versus Courage

The distinction between confidence and courage is an important one which is highlighted in the GDST Report. The research found that many girls perceived confidence as a fixed personality trait, related to how naturally extroverted or overtly confident an individual is. However, courage is different—it’s about stepping beyond one’s comfort zone and being willing to try, even when self-assurance is lacking. Even the quietest student can demonstrate impressive courage.

One programme that exemplifies this at Norwich High is our Duke of Edinburgh’s Award (DofE) programme for Year 9 and upwards. With high participation rates, the DofE encourages our students to push their boundaries, whether by navigating challenging terrain on an expedition, learning a new skill, or engaging in volunteer work. These experiences foster resilience and self-belief, illustrating that courage often precedes and nurtures confidence.

This perspective, as encouraged in the GDST report, invites us to reconsider how we define success. Rather than focusing solely on confidence, we should prioritise cultivating courage in its many forms—providing girls with the opportunities and support they need to tackle challenges and develop into resilient leaders.

Bridging the Authority Gap

The challenges girls face in being heard extend beyond the classroom. Research into professional settings outlined in the GDST Report, such as in the US Supreme Court, revealed that female justices were interrupted significantly more often than their male counterparts. This phenomenon underscores the broader “authority gap” faced by women.

Mary Ann Sieghart, author of The Authority Gap, describes interruptions as a clear sign of diminished respect for the speaker’s authority. Fortunately, environments like girls-only schools work to counteract these societal patterns.

At Norwich High, we ensure that our girls have frequent opportunities to develop and amplify their voices. In the Prep School, this might involve presenting in assemblies or participating in class discussions. In the Senior School, platforms like the School Council, Food Forum and Changemakers give students structured opportunities to lead and advocate. As Hazel Packer, our Director of Sixth Form, reflects, “Leadership opportunities at Norwich High are transformative. For our Sixth Form students they offer the chance to shape students’ school experience and develop skills that set them apart as they head into the wider world.”

The GDST Report mentions Professor Almudena Sevilla of the London School of Economics who has noted that encouraging girls to be outspoken can sometimes clash with societal expectations, where assertive boys are praised while assertive girls face criticism. Tackling these stereotypes is essential, but it’s equally important to recognise that leadership and self-expression can take many forms.

Celebrating Diverse Voices

Societal expectations around behaviour can deeply influence how girls perceive their roles and confidence. At GDST schools, we actively challenge these norms by encouraging girls to break free from traditional notions of the “good girl.” We teach our students to stand up for themselves, advocate for their needs and embrace their individuality.

Through initiatives like our “Big Sister” mentoring programme in the Senior School, we ensure that every girl has a role model to guide and inspire her. By celebrating diverse forms of courage and challenging limiting stereotypes, we help all our students develop the skills to navigate the world on their own terms. It is important to remember that courage and voice do not look the same for everyone. For quieter or more introverted students, stepping out of their comfort zone might involve leading in less conventional ways.

A Culture of Courage

At Norwich High, our commitment to cultivating courage shapes everything we do. By providing opportunities for leadership, challenging societal stereotypes and encouraging every girl to take that crucial step outside her comfort zone, we empower our students to thrive. Together, we are designing the future of girls’ education—equipping them with the resilience and confidence to succeed in an ever-changing world.

Look out for my next blog post, where I’ll be exploring another key theme from the GDST Insights Report—Collaborative Approaches: The Power of Togetherness.