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How does a girls’ school prepare pupils for the real world?
I am sometimes asked whether a girls’ school truly prepares pupils for life beyond school. It is a fair and important question, rooted in parents wanting the very best for their daughter.
When this question is raised, it is rarely about academic outcomes. There is a broad understanding that girls often thrive academically in an all-girls environment. More often, the concern is whether pupils will leave school confident, resilient and ready for the wider world.
What our pupils and parents experience is that a girls’ school is not a sheltered environment. It is a busy, demanding place where pupils debate, collaborate, perform, lead and take responsibility every day. What differs is the context in which this happens.
In lessons, girls are often more willing to speak up, take intellectual risks, ask questions and learn from mistakes. By reducing some of the social pressures that can inhibit participation, confidence has space to develop naturally.
Confidence grows through practice. In a girls’ school, more pupils step into leadership roles earlier, develop their voice, and build a strong sense of self before moving into wider settings.
The real world requires young people to communicate clearly, work with others, manage pressure and advocate for themselves. These skills are developed deliberately through leadership opportunities, teamwork, public speaking and the everyday expectations of school life. Our pupils leave school accustomed to contributing and being heard.
Preparing girls for the real world is not about shielding them from challenge. It is about equipping them with the confidence, skills and self-belief to meet it.
What we see at Leicester High is that an all-girls environment builds strong foundations: resilience, confidence, leadership and self-belief. With those foundations in place, our pupils are exceptionally well prepared for whatever comes next.