Girls in single sex schools want more options to study STEM subjects, report shows

Ottoline Spearman

Girls in single sex schools would like more options to study STEM subjects, a new report has shown.

The 'iWish' survey, conducted in 2025, shows a stark difference between mixed and single sex schools when it comes to the availability of STEM subjects - science, technology, engineering, and mathematics.

The survey found 55 per cent of girls in single sex schools say limited subject choice is a barrier to STEM, compared to just 37 per cent in mixed schools.

Only 5 per cent of girls in single sex schools have access to construction studies, and 6 per cent have access to engineering.

Speaking on Newstalk, Paul Crone from the National Association for Principals and Deputy Principals (NAPD) said many schools are struggling with facilities: "It's just going to take time and investment to get that in place for all students because it is important that students are able to follow subjects that match their talents, their aptitudes and their abilities."

The survey also found that girls who played sport reported higher confidence in STEM subjects.

Rebecca went to an all-girls school and told Newstalk about her experience during Leaving Cert: "My school was an extremely academic school, so I think it was almost encouraged to pick the most academic of subjects or what were assumed to be the most academic of subjects.

"In hindsight I would have done better in my Leaving Cert and have enjoyed my experience in school a lot more had I had a more practical subject, as opposed to picking three very content, dense subjects."

Eric Nelligan, teacher and Aontú spokesperson on education, said that girls in single sex schools who have the option of taking non traditional subects often take these subjects up to a higher level than those in mixed schools.

Speaking on Newstalk, Mr Nelligan said: "What that indicates is that if voluntary secondary schools and single sex girls schools got more access to funding, then we would see a far higher number of girls taking to Leaving Cert and potentially taking on to the third level."

The survey also found that lack of information, confidence and female role models played a part in preventing girls from accessing STEM.

The report has called for stronger links between classroom learning and real-world experience.