'We decided to give it a twirl': single-sex teaching in English comprehensive schools

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Why do schools introduce single sex classes?

In the past, single-sex teaching was often introduced to try and improve the achievement of girls in subjects such as science and maths. However, it was apparent from this study that girls have rarely been the main focus of single sex initiatives in more recent years.

For over half of the thirty one schools in the study the underachievement of boys was the motivator for the introduction of single-sex teaching, and in nine of these, it was the gender gap in English and/or modern foreign languages that was the main cause for concern. Another aim was to improve behaviour, mainly that of boys. Few schools (seven) talked about achievement in either gender-neutral terms or as if they believed that single-sex teaching would benefit both sexes equally.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction Why do schools introduce single sex classes? What impact did single-sex teaching have on pupils' attitudes and behaviour? How did single sex teaching affect pupils' achievement? What did teachers and pupils think about single sex teaching? When did single sex teaching work best? Did teachers adopt different teaching and learning strategies for boys and girls? How did the researchers collect their data? Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader 'We decided to give it a twirl': single-sex teaching in English comprehensive schools This digest found in Gender Behaviour Send to a friend Word doc 50KB Printer friendly Collate for later Why do schools introduce single sex classes? In the past, single-sex teaching was often introduced to try and improve the achievement of girls in subjects such as science and maths. However, it was apparent from this study that girls have rarely been the main focus of single sex initiatives in more recent years. For over half of the thirty one schools in the study the underachievement of boys was the motivator for the introduction of single-sex teaching, and in nine of these, it was the gender gap in English and/or modern foreign languages that was the main cause for concern. Another aim was to improve behaviour, mainly that of boys. Few schools (seven) talked about achievement in either gender-neutral terms or as if they believed that single-sex teaching would benefit both sexes equally.