'We decided to give it a twirl': single-sex teaching in English comprehensive schools
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GenderBehaviour
What impact did single-sex teaching have on pupils' attitudes and behaviour?
The researchers found that:
- behaviour of both boys and girls improved in some schools;
- attitudes to work improved among boys and girls and many of the schools reported greater confidence amongst girls; and
- in some schools there was increased participation in lessons for either boys or girls or both.
Macho, 'laddish' behaviour was said by seven schools to have lessened, and two schools commented that the behaviour of a few rowdy disruptive girls was moderated by the brighter girls in their groups. Six schools said that classroom management problems lessened and that boys were easier to cope with. One interviewee for Lancashire noted that while boys became more polite, girls, who began to express themselves more, were less polite. However four schools commented on the problems of handling large groups of boys, particularly in the lower sets and several schools stated that they had abandoned single sex teaching because of a worsening or lack of improvement in boys' behaviour.
Many schools reported greater confidence amongst girls, and five commented that boys developed a better work ethic and greater motivation without the distraction of girls. It was reported that girls were provided with a calm space in which to learn without the potentially disruptive presence of boys. A Norfolk school found boys much keener and more prepared to answer questions in modern languages whilst the improved confidence and participation among girls in science continued. Benefits such as these were said to continue into the following year.
