Junior School students in class

Girls Education

Havergal’s approach to teaching and learning is based on substantial research on how girls learn best.

Research indicates that in a single-sex classroom, girls demonstrate confidence and participate more fully. The role modelling that takes place at Havergal shows girls that anything can be achieved. They see no boundaries. They demonstrate greater willingness to take risks and are more likely to pursue advanced studies in mathematics and science.

Discovering and strengthening her voice, a Havergal student is equally comfortable in her all girls’ school and in the co-ed world. As mature and confident thinkers, our students transition seamlessly into a co-ed post-secondary culture. In fact, a report from UCLA’s Higher Education Research Institute confirms that girls’ school graduates have an edge over their peers from co-ed schools.

The camaraderie amongst Havergal girls and the lifelong relationships they develop is unique. Alumnae see their classmates as lifelong friends, mentors and as part of their personal social network.


“From my experience teaching at three single-sex girl schools, I believe that students are more present in the classroom and more engaged in learning and sharing. I feel that their voices are louder and clearer and more authentic. I sense that they are more open to revealing their true selves.”

– Debra Mendes De Franca, Spanish Teacher


“As a product of a single-sex school myself, I remember fondly a deep bond that was formed with my classmates, which I recognize now in my students. I also think a single-sex school facilitates a more collaborative environment and genuine engagement. I see my students showing comfort and confidence when tackling complex issues and topics.”

– Megan Briggs, English Teacher


“Single-sex learning environments break down barriers to learning for young women, especially in math, science and technology. Girls feel freer to explore non-traditional subjects and to share their thoughts, predictions and observations with their peers and teachers.”

— Darryl Reiter, Junior School STEM Teacher