Co-educational schools teach boys and girls together in the same classrooms; single-sex schools teach them separately. Both models are well-established in the UK, and research shows that neither format consistently produces better academic outcomes once family background and school quality are taken into account. The right choice depends on your child's individual personality and learning style.
How many single-sex schools are there in the UK?
Single-sex secondary schools are a minority but far from rare. In England, the majority of state secondary schools are co-educational (mixed), but there remain a significant number of single-sex state schools — most commonly grammar schools, some faith schools, and certain comprehensives with a long history of single-sex education. The independent sector has a higher proportion of single-sex schools.
| Sector | Approximate split |
|---|---|
| State secondaries | Majority co-educational; a minority (est. 15–20%) single-sex |
| Grammar schools | Many historically single-sex; some now co-ed at sixth form |
| Independent schools | Significant minority single-sex, though co-ed growth is steady |
The number of single-sex state schools has declined since the 1970s, as many have merged or converted to co-educational status. However, demand for places at well-regarded single-sex schools — particularly selective girls' schools — remains high.
What does the research say about academic outcomes?
The honest answer is that the research is genuinely mixed, and confident claims in either direction should be treated sceptically. Key findings from the academic literature and the Education Endowment Foundation include:
- Once school quality and pupil intake are controlled for, the advantage of single-sex education largely disappears. High-performing single-sex schools do produce strong results, but so do high-performing co-educational schools — the quality of teaching and the school's ethos matter more than the gender mix.
- Some evidence suggests girls in single-sex settings take more STEM (science, technology, engineering, and mathematics) subjects and feel more confident in those lessons, possibly because gender stereotyping influences lesson dynamics less.
- Boys in single-sex schools may be more likely to engage with arts and humanities subjects without social pressure to appear disinterested.
- Social development findings are inconclusive. Early concerns that single-sex education produced pupils poorly equipped for mixed-gender workplaces have not been consistently borne out.
The honest position for parents is: the school's quality, culture, and pastoral care will matter far more than whether it is co-educational or single-sex.
Are there differences in subject choices between the two models?
One consistent finding across multiple studies is that girls in single-sex schools are somewhat more likely to choose physics, mathematics, and computing at A level. The proposed explanation is that subject stereotyping — the social pressure that can make physics feel like a "boys' subject" in a mixed classroom — operates less strongly when all pupils are the same gender.
This does not mean a co-educational school cannot produce excellent female physicists. It means that if your daughter is already confident in STEM and has a clear interest, the co-ed environment is unlikely to hold her back; but if she is hesitant and might be influenced by peer attitudes, a single-sex setting may offer an additional layer of encouragement.
What are the pastoral and social arguments on each side?
Arguments for single-sex schools:
- Adolescent pupils may focus more on learning and less on social dynamics during a period when gender relationships are forming.
- Girls in particular may benefit from leadership roles and public speaking opportunities that in a mixed setting sometimes default to boys.
- Some families prefer a single-sex environment for religious or cultural reasons.
Arguments for co-educational schools:
- Most workplaces, universities, and communities are mixed. Pupils who grow up working alongside the opposite sex may adapt more easily to mixed adult environments.
- A co-educational setting offers broader friendship groups and a wider range of social experience during adolescence.
- Where a single-sex school is a long journey away and the local co-educational school is excellent, the logistical and financial cost of travel may outweigh any marginal difference.
What practical factors should guide the decision?
Rather than making the choice on ideology, most parents find it more useful to visit both types and ask:
- Does my child seem comfortable and relaxed in the environment?
- Are the teachers clearly engaged and knowledgeable?
- What do the most recent Ofsted inspection and exam results look like?
- What pastoral support is available?
- Is the school accessible and affordable in terms of travel?
Personality matters more than gender. A socially confident child who thrives on varied interaction may prefer co-education. A child who finds the social complexity of adolescence overwhelming might focus better in a single-sex environment. Neither generalisation is universal.
Frequently asked questions
Do single-sex schools still exist in the state sector?
Yes. While numbers have declined since the 1970s, there are still hundreds of state single-sex secondary schools in England, many of them grammar schools or voluntary-aided faith schools. Local authority websites and the DfE's School Performance data can help you identify which schools in your area are single-sex.
Is there a difference between all-girls and all-boys schools in terms of outcomes?
Research tends to show stronger academic benefits for girls in single-sex settings than for boys, particularly in STEM subjects. For boys' schools specifically, the evidence is more mixed, and some studies suggest outcomes are similar to well-matched co-educational schools. The quality of individual schools within each model varies enormously, which makes generalisation unreliable.
If my child goes to a single-sex school, will they struggle socially when they go to university?
Most evidence suggests not. Young people are socially adaptable, and university social integration does not appear to differ meaningfully between students educated in single-sex versus co-educational schools. Sixth form, social activities, sport, and clubs all provide mixed-gender interaction even at single-sex schools, and most schools actively create such opportunities.
How should I explain the choice between school types to my child?
Involve them in the open evening visits and ask for their honest reaction — does the school feel right to them? Children often have good instincts about environments in which they will thrive, and a school a child feels positive about is likely to produce better outcomes regardless of its gender structure. The visit experience, the feel of the corridors and classrooms, and the warmth of the staff are all meaningful signals.
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