Last week at school, we recognised and celebrated International Women’s Day - a moment to reflect on the achievements of women while also acknowledging the work that still needs to be done to achieve true gender equality. It has been sobering to hear some of the statistics regarding ongoing disparities, particularly in areas such as leadership roles and income levels. While progress has undeniably been made, these inequities persist, and closing the gap requires sustained effort, advocacy, and meaningful intervention.
One of the most important messages we aim to impart to our students is that equality should not be seen as an aspiration but as an expectation. They should demand and assume equal opportunities, rights, and conditions as a given. This mindset is one of the great advantages of a girls-only education. Within our school community, we see firsthand that our students do not view gender as a limitation on their ambitions. Many of them are setting their sights on careers in traditionally male-dominated fields, and they do so with confidence, without questioning whether they belong.
This confidence is evident in the increasing number of our students who are choosing to study STEM (Science, Technology, Engineering, and Mathematics) subjects. Across Australia, women remain underrepresented in STEM careers, yet our students continue to challenge this trend.
Compared to state averages, our girls are overrepresented in subjects such as Mathematical Methods, Specialist Mathematics, Physics and Chemistry, demonstrating that ability and passion - not gender - should determine one’s future career. Exposure to strong female role models in these fields also plays a crucial role in shifting perceptions and inspiring the next generation of women to step into industries where they have historically been underrepresented.
Research also supports the benefits of single-sex education in fostering self-confidence. A 2018 study by the University of Queensland, Hands up for Gender Equality, examined over 10,000 Year 7 to 11 students and found that self-confidence in single-sex schools is gender-neutral. This reinforces the idea that when students learn in an environment where gender is not seen as a factor in capability, they develop the belief that they can pursue any path they choose - free from outdated stereotypes and limitations.
That being said, the push for gender equality is not about erasing differences between men and women, nor should it be framed as a competition. Rather, it is about recognising and valuing these differences while ensuring that they do not translate into inequality of opportunity, respect, or representation. Unfortunately, in 2025, it is still astounding that we continue to have discussions about gender imbalances in positions of power and influence. However, there is hope. Our students represent the next generation of leaders, and their confidence, ambition, and expectation of equality give us every reason to be optimistic about our future.
Dr John Fry
Deputy Principal - Studies
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