GSA’s Research Journey

By Mr Gardner, Senior Deputy Head – Teaching and Learning

As a senior leader in girls education it is important to me that I collaborate with colleagues from across the sector to shape the future of single-sex education. I am therefore extremely pleased to be involved in the Girls’ School Association (GSA) Research Committee, a significant endeavour aimed at advancing the field of girls’ education through research and reflective practice.

In mid-January, I had the privilege of attending the inaugural meeting of the Research Committee, where we delved into discussions surrounding the key areas of focus for our upcoming research. The Committee is entrusted with the responsibility of delivering one impactful research project each year with the overarching goal of promoting the unique benefits of single-sex girls’ schools and contributing to the broader discourse on girls’ education for the benefit of all girls in various educational settings.

Reflective practice lies at the heart of our approach as a school, recognising its pivotal role in shaping educational strategies that best cater to the needs of girls. As educators, we understand that informed decisions are born out of a deep understanding of our practices, challenges, and successes. The Research Committee’s commitment to reflective practice aligns seamlessly with the GSA’s mission ‘to be the expert voice of girls’ education, enabling girls and their teachers to flourish’.

Across the Spring Term, we will collaboratively agree on a research question that addresses critical aspects of girls’ education. This will be followed by the design and commissioning of the research during the same term. As the Summer Term approaches, we will launch the research project among the wider GSA membership and engage in the necessary fieldwork to gather valuable insights.

The final and crucial phase of our timeline unfolds in the Autumn Term, where the research will be finalised and published. The committee’s aim is to coincide the publication with the GSA’s Annual Conference in November, providing a platform to share findings, exchange ideas, and contribute to the ongoing dialogue about the future of girls’ education.

By prioritising reflective practice and research, we believe we can play a pivotal role in shaping educational policies, practices, and discourse that will positively impact our students’ education. Through this, we can ensure that our girls receive the best possible education, fostering their growth, empowerment, and success in an ever-evolving world.

I look forward to sharing more updates on our progress in the coming months and witnessing the positive impact our collective efforts will have on the future of girls’ education.