Over many years, research has consistently proven that girls feel more confident and able to reach their potential in the classroom, on the sporting field and in co-curricular pursuits, in an all-girls learning environment.

The academic outcomes in all-girls schools are consistently superior to girls’ outcomes in co-educational settings, and so too are numbers of girls participating and excelling in Science, Technology, Engineering and Mathematics (STEM) subjects through to Year 12 and into tertiary settings.

Without the social pressures of gendered stereotypes in their learning environment, girls become empowered to discover their passions, explore their identity, and develop their unique set of strengths and talents.

Importantly, teaching in an all-girls learning environment is designed to expressly meet girls' particular learning strengths, with a focus on collaboration, creativity and communication skills. At the same time, the wellbeing of students, in particular their sense of belonging, confidence and resilience, is developed with the aid of tailor-made programs that meet the needs of girls progressing through the developmental stages of early childhood into adolescence and early adulthood.