What are the benefits of choosing a co-ed school?

What are the benefits of choosing a co-ed school?
By Ronnie Reading, Deputy Head (Educational Development) at Abingdon School

In an era increasingly characterised by the pursuit of equity and equality, education systems worldwide are continuously evolving to better serve diverse student populations. One of the most significant and beneficial changes in this regard is the transition from single gender to co-ed settings. Co-ed, where both males and females learn together in the same environment, fosters respect and collaboration, brings out the best in young people, and prepares students for the complexities of the real world.

The trend away from single sex education towards co-ed has been criticised by some educational commentators, who claim that single-sex education benefits young people, particularly girls. Such claims, however, are not substantiated by robust research. A recent study of educational research by Halpern et al (2011) concluded that “There is no well-designed research showing that single-sex education improves students’ academic performance.” The authors counsel, in particular, against the pseudoscientific claims made about different ways of learning and neuropsychology of ‘male’ and ‘female’ brains, arguing that the few differences that do exist appear to have no impact upon learning.

So, if the gender composition of a school makes no difference to learning outcomes, why choose co-ed? What benefits does it produce?

As research consistently demonstrates, the major benefit of co-ed is that it prepares young people for the world beyond school. For example, studies have found that all students in co-ed schools tend to exhibit higher levels of self-confidence and improved socialisation skills. In an environment where both male and female perspectives are valued, students learn to appreciate and respect diversity in thought and approach. Conversely, as the authors quoted earlier put it, “sex segregation increases gender stereotyping and legitimises institutional sexism.” The presence of diverse peer groups encourages students to challenge stereotypes and develop a more holistic understanding of themselves and others. In an increasingly interconnected world where collaboration and mutual respect are crucial for success, helping students develop this broader perspective should be a fundamental part of the education process.

The findings of such studies are no surprise to me, thanks to many years leading and teaching in single sex contexts (for girls and for boys), as well as co-ed schools. I have lost count of how often I have observed students spontaneously developing camaraderie and mutual respect, irrespective of gender. During group projects, for example, students harness different strengths and viewpoints to achieve common goals. They learn from each other’s unique approaches to problem-solving and contribute to a more dynamic learning process. These interactions do not only cater to academic excellence but also lay the groundwork for developing life skills such as empathy, effective communication and appreciation of the value of bringing diverse experiences and viewpoints together.

Some commentators have suggested that gender segregation benefits girls in terms of academic choice and performance. Here the evidence still supports the case for co-ed. Studies which argue that girls in single sex environments are more likely to choose STEM subjects and realise their potential, are based on very small samples from studies conducted in countries very different to the UK, which casts significant doubt on the robustness of their findings. The most rigorous studies demonstrate that girls in co-ed environments are equally as likely to choose STEM subjects and do well in them. The critical difference is school culture, not whether an educational environment is single sex or co-ed.

Gender stereotyping is a challenge – one that schools solve by being truly inclusive, not by keeping boys and girls apart. In this way, co-ed can thus help break down barriers that might otherwise inhibit academic growth.

None of this means that co-ed in itself is evidence of an outstanding school or a school that is necessarily right for your child. Many other factors should be considered, from the powerful but often implicit philosophy of education underpinning teaching and learning to the extent to which the school seeks to either mould young people into a particular shape or helps them identify and realise their distinct strengths and interests. Parents and prospective students must look for the right fit for them; a place where being part of the essential life of the school is key.