EMPOWERING GIRLS IS OUR RESPONSIBILITY

By Dr. Lisa Hinkelman

As educational leaders, we bear a profound responsibility to shape the experiences and futures of the students in our care. Yet recent data from The Girls’ Index research by Ruling Our eXperiences (ROX) paints a concerning picture of how girls are faring in our schools today. With a nationally representative sample of over 17,500 girls surveyed, the findings reveal significant challenges that demand our immediate attention and action.

Let’s start by confronting some stark realities:

■ Only 39% of girls feel like they belong at school.

■ 79% of girls report feeling that they are under so much pressure they might explode.

■ 70% identify school as one of their biggest stressors.

■ 55% of girls aren’t sure if they are smart enough for their dream job.

These statistics signal that despite our best intentions, we are falling short in creating environments, including educational environments, where girls can thrive, feel supported, and develop the confidence to pursue their ambitions.

The Belonging Gap

The fact that less than 40% of girls feel a sense of belonging at school is a statistic that is deeply troubling. Of course, we all want school to be a place where all students feel welcomed, valued and connected, but when girls don’t feel that they belong, it negatively impacts their engagement, academic performance, and overall well-being.

This belonging gap likely stems from various factors. Social dynamics, navigating friendships and relationships, struggling with fitting in, and dealing with the never-ending influence of social media – girls’ lives are indeed complicated. So complicated that more than half report that conflict and girl bullying keep them from wanting to come to school. Our ability to effectively educate is contingent upon our ability to get our students into – and connected and engaged within – our school buildings. As leaders, we must critically examine our school environments and actively work to foster inclusivity and connection for all students, with particular attention to groups that are feeling disconnected or marginalized.

The Pressure Cooker Effect

The statistic that nearly 80% of girls feel overwhelmed by pressure is alarming. Adolescence is inherently challenging, but this level of stress suggests we are creating or perpetuating systems that place excessive burdens on our students. The fact that 70% specifically cite school as a major stressor indicates that our educational environments, policies, and practices may be contributing significantly to this pressure. While we know that academic challenge is appropriate and necessary, we must question whether our current approaches to academic rigor are yielding more harm than benefit. Are we balancing rigorous expectations with adequate support? Are we emphasizing the right things? Are the social comparisons and desires to maintain pace with peers overly exhausting our kids? How can we maintain high standards while also prioritizing student well-being?

Doubting Their Potential

One of the most heartbreaking data points from The Girls’ Index is the revelation that more than half of girls surveyed doubt whether they are smart enough for their dream jobs. Even among the highest achieving girls, confidence is an issue. Forty percent of girls with a 4.0 grade point average are unsure if they are smart enough for their dream career. This crisis of confidence will limit their aspirations and future achievements if left unaddressed.

As educators, we play a crucial role in either reinforcing or challenging these self-doubts. Every interaction, assessment, and opportunity we provide has the potential to build up or erode a student’s belief in their capabilities. We must become more intentional about instilling confidence and helping girls recognize and develop their unique strengths and potential.