The Power of Small Class Sizes in Girls’ Education
The Power of Small Class Sizes in Girls’ Education
“In a smaller class, it’s easier to ask questions and join in which helped build my confidence.”
Class size may seem like a practical detail, but for girls at Queen Mary’s it plays a defining role in how they experience learning. Smaller classes don’t simply change how lessons are taught – they change how girls feel about contributing, questioning and challenging themselves. They also allow teachers to provide the personal attention that helps every girl to flourish.
At schools like Queen Mary’s, small class sizes are a deliberate choice. They reflect a belief that girls learn best when they are known as individuals and encouraged to engage actively with their education. In these environments, pupils are not observers at the back of the room, but participants whose voices matter.
When girls feel comfortable participating, learning becomes active rather than passive – and achievement feels both attainable and meaningful.
Why small class sizes matter for girls’ confidence
Many girls thrive in classrooms where they feel safe to speak, explore ideas and make mistakes. Smaller classes help create this atmosphere, allowing discussion to flow naturally and relationships to develop with ease.
- In these settings, girls are more likely to:
- – Share ideas openly in lessons
- – Ask questions without hesitation
- – Engage thoughtfully in discussion and debate
- – Take intellectual risks without fear of judgement
Over time, this builds strong academic voices. Girls begin to trust their thinking, contribute with confidence and approach challenges with curiosity rather than self-doubt.
“In a smaller class, it’s easier to ask questions and join in which helped build my confidence. It also means my teachers can get to know me so they know how I like to learn best, and I can build really strong relationships with my tutors for when I need their help.”
Nancy, Year 8
Teaching that responds to the individual
Our small classes allow teaching to be responsive rather than generic. Teachers have time to notice how girls learn, to listen carefully and to adapt lessons accordingly.
At Queen Mary’s, this means challenge and support are closely aligned. Girls are stretched academically while receiving the guidance they need to progress with confidence. Strengths are recognised, gaps are addressed early and learning feels purposeful rather than pressured.
This personalised approach helps girls develop independence, motivation and resilience – qualities that underpin long-term academic success.
In Psychology lessons at Queen Mary’s, small GCSE groups allow for seminar-style discussion. Girls analyse case studies together, question research methods and learn to articulate complex ideas with clarity. Teachers are able to spot misconceptions early and stretch pupils through targeted questioning.
Small classes allow us to teach the girl, not just the syllabus. We can challenge thinking, build confidence and adapt in real time.
Claire Rowan, Head of Psychology
Building confidence through strong relationships
Academic progress is closely linked to relationships. When girls feel known by their teachers, they are more likely to engage, persevere and ask for help when needed.
Smaller classes naturally support this connection. Feedback feels personal, encouragement is timely and girls gain confidence knowing that their progress matters. This sense of trust supports both wellbeing and achievement throughout school life.skills that complement academic learning and prepare girls for life beyond the classroom.
Small classes, lasting impact
The benefits of small class sizes extend beyond individual lessons. Girls develop confidence, self-awareness and a willingness to contribute — qualities that prepare them well for future study and life beyond school.
By learning in environments where their voices are valued, girls leave school as thoughtful, resilient learners, ready to step forward with confidence in whatever comes next.
“Small class teaching creates the conditions for increased participation, growing confidence, and ambitious learning for every girl.”
Victoria Kemp, Deputy Head Academic
Frequently asked questions
Small class sizes support engagement, personalised feedback and confidence, all of which contribute positively to academic progress over time.
Yes. Smaller groups often make it easier for quieter girls to participate, ask questions and build confidence in expressing their ideas.
No. In many cases, they allow teachers to maintain high expectations while tailoring support, helping girls stretch themselves confidently.
Why Small Classes Help Build Confident Girls
- Find out more about how leading girls’ schools achieve confident, well-rounded girls:
