London schoolgirls' confidence drops with academic pressure

Confidence in taking risks among girls significantly decreases as they advance through their school years, with a national survey indicating a drop from 67% in lower secondary school to 48% by the time they reach sixth form. This finding comes from a survey of 5,000 girls across the UK conducted by the Girls’ Day School Trust (GDST).

Education experts suggest that confidence does not necessarily increase with age and can fluctuate during adolescence. This is often linked to rising academic pressures and evolving social expectations. The research highlights that the start of a new school year, a period of transition, can bring a mix of excitement and uncertainty for many girls.

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Academic Pressure in London

The findings are particularly pertinent for pupils returning to school in London, a city where academic competition and the prevalence of private tutoring are notable. Separate research from the Sutton Trust found that 45% of pupils in London have received private tutoring. This compares with 27% in the rest of England and 24% in Wales. Nationally, 29% of secondary school students in England and Wales have had private tutoring at some point, an increase from 18% two decades ago. Year 11 students are most likely to have received tutoring, reflecting the pressure surrounding GCSE examinations.

Julie Taylor, executive principal of The Belvedere Academy GDST in Liverpool, stated that confidence and resilience are built over time. She emphasised that schools and families can help girls develop essential foundations by providing opportunities to speak up, try new things, make decisions, and learn from setbacks. This approach is beneficial not only for the current academic year but also for future challenges.

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Ms Taylor advised parents to focus on helping girls build confidence through real-life experiences, especially during key transitions. Her recommendations include encouraging age-appropriate independent decision-making, prioritising progress over perfection, listening to concerns without immediate problem-solving, setting small achievable goals, and normalising setbacks as part of the learning process. She suggested that parents maintain open conversations about what is going well and what remains difficult, rather than asking if a child is settled.

The GDST report suggests that small experiences of independence, challenge, and success contribute to building confidence. Educators are encouraging parents and teachers to help girls recognise their strengths and gradually develop self-belief as the new school year begins.