info@headmastershelpdesk.com
info@headmastershelpdesk.com
The pros and cons of single-sex education have received increased attention in recent years. In compiling this report, I have consulted and read widely, as well as experienced both single-sex and co-education myself in the eight schools I have taught at in South Africa and New Zealand over the past 38 years. I have also been fortunate enough to attend a number of international conferences looking at best practice over the years. As I am the recently retired headmaster of a boys’ school, Maritzburg College, it is prudent for me to focus on what is best for boys.
The single-sex education debate has become a ‘hot topic’ – particularly in schools overseas – and boys-only schools have reduced dramatically in countries such as New Zealand and the UK. This is despite research that has been conducted over a considerable period of time. One of the main reasons for this is not based on academic performance, but rather on financial matters and one could argue whether this is morally correct or not.
Extensive longitudinal research commissioned by The Association of Boys’ Schools of New Zealand (ABSNZ, the peak body representing the entire sector of schools for boys, their staff and families) and conducted by the New Zealand Council for Educational Research (NZCER) demonstrated that, over a period of seven years leading up to 2017, boys in boys’ schools performed more strongly on all measures tested by NZCER than boys in co-educational schools in New Zealand [Adams and Cummins, 2019].
A report conducted by the Association of Boys’ Schools of New Zealand [ABSNZ] on the ACHIEVEMENT IN BOYS’ SCHOOLS 2017–2021 and compiled by Nathaniel Williamson, focused on the comparison of male achievement between co-educational and single-sex secondary schools in New Zealand from 2017–2021, makes for interesting reading. This report is the third in a set of reports comparing boys’ attainment between single-sex and co-educational schools, spanning from 2010 to 2021.
Male school-leavers from single-sex schools had higher attainment rates than those from co-educational schools at all levels across every disaggregation considered in this report. The existence of the single-sex advantage in NZ secondary schools is irrefutable. However, there is uncertainty about whether this relationship is causal or purely correlated, as the analysis presented here cannot determine causality. Both positions are equally tenable until more rigorous analysis is undertaken [Williamson, 2023].
In an exploratory binary comparison, we found that school-leavers had higher achievement rates at single-sex schools than at co-educational schools at all qualification levels.
Upon disaggregating by year, we consistently observed this pattern across the five years, lending credence to a sustained difference between single-sex and co-educational achievement rates. We found inconclusive evidence that this difference was narrowing over time.
Upon disaggregating by decile [school’s financial position], we found that school-leavers had higher achievement rates at single-sex schools at each decile level. By stratifying the data into deciles, we filtered out some potential socio-economic confounding effects. The remaining data still exhibited the single-sex advantage, albeit to a lesser extent, so we could be reasonably confident that socio-economic influences account for some but not all the difference.
Upon disaggregating by ethnicity [race classification], we found that school-leavers had higher rates of achievement at single-sex schools in each ethnic group. Additionally, we found inconclusive evidence that suggested the single-sex advantage affected disadvantaged demographics the most. It was tentatively posited that this could be leveraged to narrow the ethnic gap in academic attainment with a positive impact on all ethnic groups.
These results are largely in agreement with previous reports [Williamson, 2023].
The IBSC conducted their own research and came up with the following key points to consider that are pro single-sex education:
Working together in the classroom, on the playing field, or in the performance hall, students are united by a special bond of brotherhood. Many boys’ school graduates say the friendships they developed with their peers and with faculty are among the most important benefits they carry with them from their schools.
This connection of brotherhood extends to a broader community of what many schools call Old Boys — alumni who stand ready to positively support these young men now and in the future [IBSC, 2025].
“ONE OF THE IMPORTANT ADVANTAGES OF A
SINGLE-SEX EDUCATION IS THE OPPORTUNITY
IT PRESENTS TO CREATE A LEARNING
ENVIRONMENT, LITERALLY AND FIGURATIVELY,
THAT ACCOMMODATES WHAT BOYS AND
YOUNG MEN NEED.” [IBSC, 2025 ]
Cummins, P & Adams, B. [2019]. High-performance culture in a whole education:
The CIRCLE ABSNZ Excellence in Boys’ Education Project 2017-2019.
Williamson, N. [2023]. Achievement In Boys Schools.
IBSC [2025]. Why a school for boys ? [accessed on https://www.theibsc.org/about-ibsc/why-a-boys-school]
My decades of experience in education – and in single-sex boys’ schools in particular – have given me unique insights on the challenges and untapped opportunities faced by principals and educators in these schools. Let’s work together to optimise your single-sex school.
My programmes and approaches have been adapted from lived experience and are tailored to meet the unique circumstances of every school. From educational consulting for principals and educators to mentorship, parenting, and the Good Man Journey, let’s explore the potential of your single-sex school through my educational consulting solutions.
For further discussion or more detailed analysis, please feel free to contact me on: headmastershelpdesk@gmail.com.