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The Girls Advantage

The Bermuda High School is at the forefront of education for girls. We are dedicated to supporting and guiding how girls learn. We are focused on the skills girls need to be successful; how they play, how they develop and sustain friendships, and how they acquire and use knowledge. 

After 125 years, we understand how girls learn best. We provide a supportive and challenging learning environment that empowers girls to discover for themselves exactly where their interests, strengths and passions lie. At BHS, girls are given every opportunity to express themselves, to broaden their interests, to lead, and to take centre stage - in the science lab, in the classroom, on the field and on the stage. 

BHS encourages girls to take positive and healthy risks and to compete with dignity and compassion - allowing them to become confident, responsible and resilient young women, ready to face today's rapidly changing world.



Why All Girls? 

NCGS logo
A recent study
by the National Coalition of Girls' Schools (NCGS), "Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls' Education in the Transition to University"focused a lens on how graduates of all-girls schools today compare to female graduates of coed schools in terms of their academic characteristics and readiness for university. The findings are extensive and speak highly of the work happening in our schools -- work that is setting up girls' school graduates to be confident and impactful twenty-first century community members, change-makers, and leaders. In summary, the researchers concluded that when compared to their female peers at coed schools, girls' school graduates:

- Have stronger academic skill
- Are more academically engaged
- Demonstrate higher science self-confidence
- Display higher levels of cultural competency
- Express stronger community involvement
- Exhibit increased political engagement

Specifically, the research report identifies over 80 statistically significant differences that favor graduates of all-girls schools when compared to female graduates of coed schools, such as the following:

- Girls’ school alumnae are 5% more likely than their co-educated peers to say they frequently seek alternative solutions to a problem and more frequently explore topics on their own, even when not required. More than 2/3 of girls’ school graduates report frequently supporting their arguments with logic, whereas coed school female graduates are 7% less likely to report this academic skill.
- Graduates of girls’ school are 7% more likely to frequently tutor other students and 6% more likely to frequently study with others.
- Girls’ school graduates, compared to students from coed schools, are 4% more likely to report they are “very confident” or “absolutely confident” in their understanding of scientific concepts and ability to explain the results of a study and use technical science skills such as tools, instruments, and techniques.
- When asked about their ability to work and live in a diverse society, alumnae from all-girls schools are nearly 10% more likely to have the goal of helping promote racial understanding, and 75% value improving their understanding of other countries and cultures, compared to 70% of their coeducated peers. Half (50%) of girls’ school graduates, compared to 45% of female students from coed schools, count their tolerance of others with different beliefs as a strength. Girls’ school alumnae are 6% more likely to note their ability to work cooperatively with diverse people as a strength.
- Girls’ school graduates are 8% more likely to have a goal of participating in community action programs and are 5% more likely to think it is "very important" or "essential" to become involved in environmentally minded programs.
- Alumnae of all-girls schools more frequently participate in
volunteer work compared to their coeducated peers—52% versus 47%.
- Women who attended all-girls schools are 5% more likely than coeducated graduates to plan to vote in elections and to publicly communicate their opinion about a cause. Considering their political engagement, graduates from all-girls schools are 7% more likely to think it is “very important” to have the goal of keeping up-to-date with political affairs.

As the data shows, girls’ school graduates rate themselves as more successful and engaged in areas where men have historically seen greater representation: science and politics. Reflecting on the totality of the findings, the researchers noted, “these statistically significant results demonstrate differences in areas of critical importance in the twenty-first century for women as they enter university and beyond, thus emphasizing the contribution of all-girls schooling for women’s success.”