About The Bermuda High School for Girls Overview

The Intellectual, Moral and Social Development of Girls

The development of girls differs from that of boys - on this the research is clear. Girls also function differently when boys are not present. The Bermuda High School for Girls teachers use co-operative and discussion-based activities and other strategies that make the most of how girls learn.

In a classroom free of boys, girls speak out more, ask more questions and exhibit greater self-confidence. On stage, in the hallways, on the playing field, or behind a microphone, girls give free rein to their enthusiasm, competitiveness and passion.

The result - higher academic aspirations, whatever the discipline, and better performance in science, technology and mathematics. Girls become more ambitious and less willing to silence themselves.

In and out of the classroom, BHS girls become competent at building purposeful relationships, influencing others, taking charge and serving the community. 

The benefits of a single sex education

 Research shows that the intellectual, moral and social development of boys and girls are different.

•  Girls function differently when boys are not present;
  • Girls speak out more, ask more questions and exhibit greater confidence.
  • On stage, in the hallways, on the playing field or behind the microphone, girls give free reign to their enthusiasm, competitiveness and passion.  
  • Participation in extra curricular activities can be based on personal choice rather than girls choosing not to participate for fear of failure or ostracism by peers.

• Single sex education can result in higher academic aspirations, whatever the discipline, and better performance in science, technology and mathematics;
  • Girls become more ambitious and less willing to silence themselves
  • In tertiary education, students that attended single sex school may be more inclined to take advantage of a wider range of educational opportunities.

•  A girls’ school creates a learning environment where girls can prosper without stereotypes that can limit choices.

• With the provision of opportunities to socialize, girls in a single sex environment can focus their attention in the classroom, while developing social skills outside of the classroom and extra curricular activities.

• Girls are given a chance to develop leadership skills and to be risk takers

• Girls may be more open minded about their roles and possibilities in society.

• Girls tend to be less competitive but more demanding of themselves; they are more cooperative and prefer to discuss and tease out ideas. They prefer to work in groups and gain strength from each other, rather than seeing fellow students as a threat to their place in the learning hierarchy.

• All of the leadership roles are filled by girls in a girls’ school.  Girls are more likely to evolve a model of team work and co-operation more closely aligned to modern views about leadership. All activities are open to them; they can participate, influence and lead.

“Girls at single-sex schools surpass their co-ed peers in reading, writing and science. They also demonstrate higher educational aspirations, spend more time on homework, and are more likely to achieve later in their careers.”  Drs Anthony Burke and Valerie Lee, University of Michigan.

“As a college professor I could identify students from girls’ schools with a 90% accuracy rate on the first day of class. They were the young women whose hands shot up in the air, who were not afraid to defend their positions, and who assumed that I would be interested in their perspective.”  Robin Robertson, Girls’ school principal.