Educating Girls

Academic buoyancy has been identified as one of the few psycho-educational attributes not favouring girls. For that reason, we identified it as an important focus for Ruyton with the vision to improve both our girls’ approaches to challenging learning situations and their ownership of learning.

At Ruyton we know that there is something inherent in the girls’ school environment that ignites in our young women the inspiration and confidence to lead self and others; the motivation to live a life of impact and purpose; and the courage and grit to be the change-makers our world needs. But they can’t do it by themselves. We are a community that believes in girls, and it is this support that enables them to step into their own power and achieve their full potential. Our girls and young women know the importance of supporting those who follow in their footsteps. 

Now, more than ever, youth advocacy in the pursuit of genuine and lasting change is ever-present. 

When we seek examples of success it is often sportspeople that come to mind. Yet if we examine their stories carefully, we also re-examine our understanding of success.

Know thy impact. This has become a well-known phrase for educators across the world, through the work of Professor John Hattie.

Principal, Linda Douglas discusses how girls can achieve more when given their own dedicated place to learn and develop.

Principal, Linda Douglas discusses the importance of allowing students time to rest and recover from the psychological workout of the pandemic, enabling them to be stronger.

Principal, Linda Douglas discusses the powerful impact of feedback.

Academic Buoyancy is recognised as a key component of a students’ capacity to thrive and prosper at school and beyond.

This month we celebrated International Women's Day, coming together as a community to recognise women leaders under the UN Women banner #womenlead.