Boys approach learning in a different way to girls and are therefore best taught separately. Research shows that boys and girls react quite differently to classroom discipline, long-term coursework assignments and examinations. Boys are in a much stronger position to perform well when their entire curriculum is specifically tailored to their gender’s way of learning.

In a single-sex environment there is less gender stereotyping so pupils are not only more likely to achieve their best, but also excel in subjects they might not otherwise have considered.  In co-educational schools, boys are much less likely to opt for subjects which are traditional strengths of girls, such as English and French, and girls are less likely to opt for Physics or Chemistry.  Some teenage boys feel that they cannot outperform girls in certain subjects and this fear of perceived failure has a negative effect on their self esteem. A boys-only school counteracts the danger of this stereotyping.

An all-boy environment fosters a particularly healthy culture in single sex-schools in that, ‘They can all be boys together’. There is no need to cut a figure or make a hit with the girls. Boys need not be high jacked by a ‘laddish culture’ and boys have, and are prepared to allow themselves to follow those instincts which are not obviously macho.

A macho culture, now promoted through teenage magazines and other sources, has become an increasingly adverse influence on boys. Central to this culture is a rebellious, anti-learning attitude which means it is simply ‘not cool’ to show a real interest in academic work. This ‘macho culture’ seems to be more in evidence in co-educational schools: without girls, the boys seem far less likely to succumb.

Team sport is usually stronger in single-sex schools and I believe this is indicative of a great benefit at boys-only schools.  As boys develop strong bonds in amongst their peers, they tend to develop friendships, and an attitude to work and life, that lasts long beyond their school days.  Team-working is an increasingly essential skill for university students and those entering today’s business world.

It is a pleasing paradox that a popular image of this boys-only schools, and indeed Merchiston, may be the rugged, sporty athlete, but the reality is that there are greater opportunities for boys to express themselves artistically than in a co-educational school.  Boys and girls are less self-conscious if educated in single-sex schools and are more likely to participate in activities which might otherwise embarrass them; hence there are greater opportunities for boys to express themselves artistically. Merchiston boys follow a diverse range of interests and talents in the artistic sphere of such pursuits as music and drama without any stigma attached.

There are further social advantages of boys-only education.  Boys often lack self-confidence during teenage years and worry about their ability to cope with conflicting pressures. They respond well to direct teaching to work on short-term objectives and explicit guidelines. Similarly, boys and girls can be overly aware of their appearance when they are adolescents. This pressure is reduced in a single-sex environment. Starting at the adolescence stage, the girlfriend/boyfriend factor within school can become more than just a minor distraction, and can be detrimental to academic progress.

However, a crucial benefit of boys-only schools is the common policy that time is regularly set aside each term to meet pupils from sister schools. This allows pupils to focus on study for most of the time, but they also have plenty of opportunities to socialise. For example, Merchiston enjoys close ties with St George’s School for Girls, also in Edinburgh and with Kilgraston School in Perthshire. This wide-ranging contact covers curricular, co-curricular and social links including teaching workshops, drama productions and Scottish Country dancing. The fact that Merchiston is based in a city, rather than the countryside, means that in a variety of ways the boys have regular contact with girls. Their lifestyle, therefore, is a natural and normal one.

We are more convinced than ever that, as the wider market moves away from single-sex education, there will be a very important niche for us amongst parents who believe that a boys-only environment is the best one for their sons.

About the author