PEP Talks: Podcast on Educational Possibilities – NCGS

Bullying and high rates of eating disorders and body dysmorphia are constant worries in the age of social media - for girls and the adults who care about them. In a world where young girls spend up to six hours of their day online, it's important to help them navigate insecurities from the constant comparisons that may lead to feelings of low self-esteem. It's also important to remember that it is indeed possible for girls to have positive relationships with social media and technology. Listen to this audio short for tips and tools to help girls experience life online in a healthy way, encouraging them to embrace the idea that ‘digital flourishing' is achievable, and within reach. National Coalition of Girls' Schools

‘Curiosity killed the cat' and ‘don't speak unless spoken to' are the kinds of phrases many of us grew up hearing. Yet research shows that cultivating curiosity leads to better learning, creativity, and well-being. Helping girls develop their curiosity has immense benefits. They're likely to take a keener interest in social justice issues, be more confident and self-aware, and take on more leadership roles. This audio short explores the many benefits of encouraging curious minds. And quite frankly, why wouldn't we want that for the young women in our lives?

“96% of female CEOs credit their sports team's participation in high school as a time when they honed valuable leadership skills. Girls participating in sports not only cultivate physical fitness but also develop essential life skills such as teamwork, leadership, and time management. Movement-based education and sports contribute to improved cognitive functions and mental well-being, fostering confidence and self-acceptance. By challenging societal norms and representing more than themselves, girls who move inspire others and pave the way for future generations of empowered women. GO TEAM!

“I feel like your voice is your courage…it's your bravery.” (Culver Girls Academy student) Can there be any connection more vital in a girl's life than her connection to her voice, her authentic voice? The word “voice” has multiple meanings in the world of girls. Voice is often a term that is used metaphorically to talk about gender equity, implying that to have voice is to have power, to lack voice is to be powerless. We need to remember, however, that every girl already has a voice, a real voice, a voice she uses every day to negotiate her world. But having that voice is only the beginning; she must learn to find that voice, to use that voice, to own that voice. This episode is about the girls who are on that journey and will need our support, our encouragement, our modeling, as they are going to need to be brave. Join host Trudy Hall as she shares a lively conversation with Latricia Barksdale, the Vice President of Lean In Girls, a leadership program that is on a mission to equip girls to be self-assured, resilient, and knowledgeable about the bias they will face in the real world. We live in a world that often sends signals to girls that leadership belongs to others. This conversation reminds us that leadership belongs to them…once they have owned the power of their voice. Resources: Lean in Girls: https://www.leaningirls.org/ ICGS: https://girlsschools.org/ Tell Our Story :https://girlsschools.org/advocacy/blog/2022/07/13/the-icgs-community-poem/ National Coalition of Girls' Schools · Transcript: Speaking up, with Latricia Barksdale.pdf — PDF (94.3 KB)

“Social media is a tool. If people aren't equipped to navigate it positively, you are going to see negative consequences like anxiety and depression…I liken social media to giving students the key to a car….” (Laura Tierney) For better or for worse, the girls in our lives “do” social media; they are “connected” to TikTok, Snapchat, Instagram and more. In fact, recent surveys tell us that 98% of the teenage girls in the survey used social media daily, spending about 2 hours on average–average– specifically on well known social media apps. Yet, the truth is that girls are conflicted about their relationship with social media. Many use the word “addicted,” aware they are wasting time scrolling but find social media to be essential for creative inspiration, relaxation and connectivity. Frankly, they already know social media plays both positive and negative roles in their lives. Clearly, it is a powerful influencer, but adults can proactively help girls manage their connection to social media so that their social media use doesn't manage them. In this episode of The Connected Girl, host Trudy Hall invites Laura Tierney, the Founder and CEO of the Social Institute, to share proactive strategies for negotiating this tricky terrain. The Social Institute has designed a unique approach to help students navigate the possibilities of social media so that it can fuel wellness and future success, showcasing role models and leaning into character strengths such as empathy, integrity and teamwork to inspire students to make good choices with their social media use. She reminds us that we are–and need to be– critical partners with girls in this arena, keeping them connected to their real selves even as they stay connected to their smartphones. Resources: The Social Institute: https://thesocialinstitute.com/ Common Sense Media Report: How Girls Really Feel About Social Media:https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf International Coalition of Girls Schools: https://girlsschools.org/ Tell Our Story :https://girlsschools.org/advocacy/blog/2022/07/13/the-icgs-community-poem/ National Coalition of Girls' Schools · Transcript: Navigating Life Online, with Laura Tierney.pdf — PDF (94.1 KB)

“With grief, for me personally, the main thing is letting myself feel it and not trying to pretend it hasn't happened…Rather than hiding it, I give myself permission to deal with it. (Wycombe student) What we know for sure is that at some point the girls in our life will grieve a loss in their family, in their school or church community, in their world. It might be a break up with a first true love, a move away from friends, the loss of an adored pet, a parents' divorce, the loss of a safe relationship–or worse, the death of a loved one, and might likely be a loss of a relationship that sustained her through thick and thin. She will be heartbroken. Walking the path of sorrow and sadness with her can break our hearts, too. Every type of grief is different and every one of us grieves differently; there is no grief handbook, but that is not a reason to dodge this important conversation. Listen in as Angela Terpstra, the Head of School at Bishop Strachan School in Canada, shares her compelling story of leading her school community through several significant losses. It is in the times of deepest loss that we lean heaviest into the communities that know and support us. Angela's story inspires even as it reminds us why connecting a girl to her grief, and supporting her as she walks “with” grief can help her shape and reframe the many and varied emotions that will flow from that loss. Resources: Bishop Strachan School: https://www.bss.on.ca/ International Coalition of Girls Schools: https://girlsschools.org/ Tell Our Story :https://girlsschools.org/advocacy/blog/2022/07/13/the-icgs-community-poem/ National Coalition of Girls' Schools · Transcript: Handling Heartbreak, with Angela Terpstra.pdf — PDF (99.4 KB)

“We need to work with our young people to help them understand what consent means.” (Elizabeth Zeigler) Unfortunately, the statistics tell us why having the hard conversations with girls about consent and violations of personal space is vital: 1 in 5 middle school students have experienced unwanted sexual contact; 1 in 20 girls have changed schools due to sexual harrassment; 1 in 4 women have experienced some form of sexual violence before college. The reality is that by the time students finish their education, 81% will have experienced some type of sexual harassment. This is a conversation that we may not want to have, but girls NEED us to have it. This episode of The Connected Girl coaches adults how to be proactive, and it also offers guidance as to what to do if the girl in your life is feeling unsafe due to some sort of harassment. Join host Trudy Hall as she learns from Elizabeth Zeigler, the former Executive Director of I Have The Right To, a nonprofit dedicated to being a hub for students, parents and educators as they search for resources and support to address sexual harrassment and sexual assault. Elizabeth, also the founder of Claremont, a coaching firm, is an experienced CEO who is committed to ensuring respectful cultures She believes that no one needs to be facing serious challenges without a network of support. This conversation is all about the criticality of girls respecting themselves as they confront challenges to the things that are most important to them—their feelings of safety, personal boundaries and their bodies. Hard and real for sure. Resources: I Have The Right To: https://ihavetherightto.org/ International Coalition of Girls Schools: https://girlsschools.org/ Tell Our Story :https://girlsschools.org/advocacy/blog/2022/07/13/the-icgs-community-poem/ National Coalition of Girls' Schools · Transcript: Setting Healthy Boundaries, with Elizabeth Ziegler.pdf — PDF (92.2 KB)

“To have a good relationship with your child is extremely important, but not such a good relationship that you are describing your child as your best friend.” (Dr. Judith Locke) Is there any relationship, any connection, more vital, more critical in a young girl's life than the one she has with her parents on the journey from girlhood to womanhood? Yet, is there any connection more fraught and fragile? Parenting a girl as she moves along the developmental path from dependence to independence is not a job for the faint of heart. There has never been a time when so much guidance has been available to parents, yet neither has there ever been a time when parents have struggled more to get parenting “right,” if there even is such a thing. This episode of The Connected Girl embraces the topic of maintaining a healthy connection to a girl as she becomes her own person, walking in the world in ways that are sometimes hard for parents to understand, making mistakes and choices that make her parents shake their heads and make her roll her eyes. Listen in as host Trudy Hall invites Dr. Judith Locke, a clinical psychologist and researcher from Australia, and the author of The Bonsai Child and The Bonsai Student, to share her theory about modern parenting. She posits that even though parents are spending more time than ever parenting their children, the self-esteem and resilience in their children is not reflecting that investment. What gives? She has a theory that makes a great deal of sense and some advice to go along with it. The girls voices you will hear give heartwarming testimony to the reality that girls truly want and need their parents in their lives. Resources: The Bonsai Child:https://www.bonsaichild.com/ The Bonsai Student:https://www.bonsaichild.com/#about-student-book International Coalition of Girls Schools: https://girlsschools.org/ Tell Our Story :https://girlsschools.org/advocacy/blog/2022/07/13/the-icgs-community-poem/ National Coalition of Girls' Schools · Transcript: Connecting with Parents, with Dr. Judith Locke.pdf — PDF (105.9 KB)

The Connected Girl, a podcast series curated by the International Coalition of Girls Schools, is an invitation to those who know, love and believe in empowering girls, to engage with the experts we have gathered to understand the power and possibility of the many connections in the lives of girls. National Coalition of Girls' Schools

“What we know is that strong, powerful relationships with trusted adults are a protective factor for girls at all levels of development.” (Dr. Tori Cordiano) Girls love to be connected; they are all about relationships, connections in both real and symbolic ways with the world and everything in it. Girls have relationships with peers, with food, with their bodies, with nature, with music, with exercise, with their social media..with their voices. For girls, the proactive management of all these connections is critical to their sense of wellbeing. It is through healthy relationships that girls feel connected to all that makes them whole. As importantly, the reverse of this is also true: when girls are disconnected from their peers, from their bodies, from caring adults, from nature, from sleep they feel afloat, untethered, vulnerable, less than. In this first episode of The Connected Girls series, you are invited into a conversation that explores what we know for sure about the power of healthy–and unhealthy–connections in the lives of the girls. To launch this important journey, join Dr. Tori Cordiano, a consulting psychologist and the director of research at Laurel School's Center for Research on Girls in Cleveland, Ohio, and host Trudy Hall as they unpack critical terms and demystify the language and the realities of connection and disconnection for girls. This episode lays the groundwork for a six episode series that has been curated with girls at the center and includes the voices of girls themselves sharing their insights about the connections in their lives. After a listen, you will want to stay connected to The Connected Girl series! Resources: Laurel's Center for Research on Girls: https://lcrg.laurelschool.org/ International Coalition for Girls Schools: https://girlsschools.org/ Wycombe High YouTube Tell Our Story :https://girlsschools.org/advocacy/blog/2022/07/13/the-icgs-community-poem/ National Coalition of Girls' Schools · Transcript: Forging Powerful Relationships, with Dr. Tori Cordiano.pdf — PDF (98.7 KB)

You "should've… could've… would've…” is the last thing a girl needs to hear when life turns the heat up.

Yikes! Are all the robots-who-take-over-the-world movies coming to life?

*Cue pink clouds and the Barbie theme song

Quote: “I think that I have learned to listen more to others. I learn more then. And everyone deserves to have their voice heard.” -6th grade girl— Imagine this: a world in which our children become so dependent on gadgets and screens that it is challenging for them to speak with other humans. Not likely, right? Yet many educators will tell you that moment has already arrived. They believe it is time to start intentionally teaching the critical skills of conversation and discourse. In this episode, we have the opportunity to learn why this matters now, how discussion skills can be taught for both the classroom setting and the dinner table, and some basic strategies that parents and educators can employ to create the healthy space for girls of all ages to hone communication skills at home, in school and for life. In this “conversation about conversation,” host Trudy Hall learns from educators deeply knowledgeable about teaching discussion skills. Liza Garonzik, a former classroom teacher, is the founder of R.E.A.L. Discussion, an organization committed to the idea that discussion is the key to humanity, and, as important, discussion skills can be segmented into teachable elements. Joining her is Callie Hammond, a girls school educator and Global Action Research Fellow, a program hosted by the International Coalition of Girls Schools, bringing her recent research findings and experience with teaching these skills to girls. Offering both theory and practical skills for every adult who engages with girls, Callie and Liza remind us that girls are eager, interested and delighted to engage—if we offer them the tools that give them the confidence to do so. Resources: - R.E.A.L. Discussion: https://www.realdiscussion.org/ - International Coalition of Girls Schools: https://girlsschools.org/ - Global Action Research Collaborative: https://girlsschools.org/garc-2/ National Coalition of Girls' Schools · Transcript - Girls love REAL Conversation.pdf — PDF (107.6 KB)

Quote: “What I suggest you do is to sit down and be the co-pilot. You don't have to be the expert. Let your daughter be the expert.” (Robert Dodds) How knowledgeable are you about ChatGPT? Do you know how knowledgeable your daughter is? There hasn't just been a buzz about this new application of artificial intelligence, there has been an unrelenting hailstorm of pros and cons from every imaginable reliable source. As a parent, should you embrace this new technology, or should you be terrified? This episode is for every parent who wants to be an informed participant in these emerging conversations. With explanations of what ChatGPT can do and language to frame guidelines for its productive use, this conversation will let you be a thoughtful co-pilot on your daughter's exploration of a tool that will be part of her world---now and well into the future. Robert Dodds, the Head of Innovation at Methodist Ladies' College in Perth, Australia and a parent well-versed in ChatGPT, speaks with host Trudy Hall, taking a complex topic and parsing it into understandable chunks. With practical examples for how parents can learn and use the technology with their daughters, Robert also offers wise counsel to anchor decisions about the applications of A.I. in familiar parental values. He urges us all to be “moral optimists,” seeing past the dark and mysterious questions to a future in which this tool can help girls be both innovative and better prepared for life in school and beyond. Resources: ICGS: https://girlsschools.org/advocacy/podcast/ Methodist Ladies College: https://www.mlc.wa.edu.au/?utm_source=google&utm_medium=organic&utm_campaign=gbp Parent Introduction to Artificial Intelligence (attached as pdf) National Coalition of Girls' Schools · ICGS Transcript Ep. 22_ ChatGPT_ Friend or Foe to Girls Education_.docx.pdf — PDF (147.6 KB) · ICGS Resource - Parent Introduction to Artificial Intelligence.pdf — PDF (150.8 KB)

"Parents' focus should be on the people, the program, the place that puts a smile on their daughter's face and a sparkle in the eye of the girl sitting right in front of them.” — Liz Schmitt If you have been wondering about your daughter's education lately, this episode is just for you. Perhaps she is ready to transition to the next grade level, perhaps your family has a move on the horizon and she will need to change her school, or perhaps you have a parental sense that she might need a very different school environment. Or maybe you just want to ensure she is already being well served by her current school. This conversation offers wisdom and guidance on each part of this exploratory journey—and be assured: It is definitely a journey! Finding the right school is a matter of both head and heart. It is about partnering with your daughter to ask the right questions as you think about the relationships that you and she will want with those in her school community.  Host, Trudy Hall asks Liz Schmitt, the Chief Enrollment and Student Affairs Officer at Miss Porter's School in Farmington, Connecticut, and Naomi Bartholomew, the Prep School Headmistress at St Catherine's, Bramley in the UK, to share perspectives from their different universes on both sides of the Atlantic Ocean. Collectively, they have decades of experience in guiding both parents and their daughters in the important process of searching for the “best” school home for a girl. What they know might just be what you and your daughter need to know as well.  Listen to this episode on your favorite streaming platform and subscribe today: * Apple Podcasts * Spotify * Google Podcasts Additional Resources: ICGS: https://girlsschools.org Miss Porter's School: https://www.porters.org/ St. Catherine's, Bramley: https://www.stcatherines.info/ St. Catherine's, Bramely · Miss Porter's School · International Coalition of Girls Schools Website · National Coalition of Girls' Schools · Ep. 21_ The Girls School Advantage.docx.pdf — PDF (138.8 KB)

Quote: “If we are not preparing (our children) with the skills and the tools that they need to handle the expected…and the unexpected…then we are not actually doing our job” If it seems like every time you check your newsfeed there is an alarmist article on new perils parents must manage as they help their daughters steer the course through childhood to adolescence; it is most likely because that is the world we live in now. Continuous and contradictory news blasts seem designed to keep us in a state of “red alert,” or may cause us to feel guilty that we are not doing enough to protect our children from this changing world that is not the one in which we grew up, and–perhaps worse–is not one we recognize. What is a conscientious parent to do? For starters, we should not be crippled by the onslaught. The better approach? Being aware and proactive. Listen in as host Trudy Hall engages with Liz Joyce, a clinical social worker and school counselor at Nashoba Brooks School, as Liz gets us to take a deep breath, give ourselves a “time-out,” and think about what it means to do some proactive parenting. A parent herself, she brings bundles of common sense and calm to the project of parenting a daughter through tumultuous waters. Her affirming advice grounds us in these anxiety-producing times and gives us permission “not to worry alone.” This episode is guaranteed to make you smile as its sage wisdom reminds you: “You've got this.” Resources: ICGS: https://girlsschools.org/advocacy/podcast/ Nashoba Brooks: https://www.nashobabrooks.org/ International Coalition of Girls Schools Website · Info on Nashoba Brooks · National Coalition of Girls' Schools · Ep. 20_ Parenting Girls in a Changing World.docx.pdf — PDF (99.3 KB)

Quote: “When women support each other, it's just like magic. Something happens and everybody ends up just lifting each other up and becoming even more successful in the future.” - (Ashleigh DeSilva) Women are simply not making the progress into management roles that one might expect. The most recent Gender Equality Snapshot, produced by the United Nations, noted that as of 2020 women held less than 1 in 3 management positions around the globe–a somewhat depressing 28% of women are leading others. What is holding them back? This episode puts a spotlight on an international leadership program for girls in Australia that, for 25 years, has been committed to doing its part to improve that leadership pipeline, working to provide aspiring teen leaders with a leadership toolkit that will set them up for success in their school roles and well beyond. These young women come together in a transformational sisterhood to lean into their vulnerability and emerge with renewed confidence in wearing the mantle of leadership. Join Host Trudy Hall as she learns about the program and its powerful outcomes from Loren Bridge, Executive Officer of Alliance of Girls Schools Australasia, and two former participants in the Student Leadership Conference, Ashleigh DeSilva and Eloise Hall, both of whom are now inspiring leaders in their own right. As you hear about the authenticity and confidence this program instills, think about where your daughter is getting this sort of inspiration to act on her leadership dream Resources: ICGS: https://girlsschools.org/ AGSA: https://www.agsa.org.au/ja/ Taboo: https://tabooau.co/ Girls Up: https://girlup.org/about International Coalition of Girls Schools Website · Alliance of Girls School Australia · Taboo Website · Girl Up Website · National Coalition of Girls' Schools · Ep. 19_ Girls Who Dare to Lead.docx.pdf — PDF (94.4 KB)

Quote: “This person that I trust…really listens to me, offers me advice and knows when to step in, and when to just sit there and let me tell them what I need to say. And that is just really important to me because sometimes I need help and sometimes I just need an ear to listen.” (Tavi, 8th grade student) It takes a village to raise a child, right? In a day and age when social media seems to be the go-to resource for advice, we know in our hearts that girls of every age need at least one trusted adult in whom they can confide, an adult in addition to their parents who can offer an unbiased listening ear or unhurried wise counsel in a problem-solving moment. Yet, as unbelievable as this sounds, research shows that only 40% of students say they can name a trusted adult outside their home. Just what does it take to show up as a “trusted adult” in a girl's life and what difference might it make to a girl if we did so? And do our daughters know how to ensure they have a trusted adult at the ready when they most need one? Listen in as host Trudy Hall spends time with Brooklyn Raney, the author of One Trusted Adult: How to Build Strong Connections and Healthy Boundaries with Young People, and the founder of an organization of the same name that trains parents, educators,and student leaders to “be the person they needed” as a youngster. An experienced practitioner in this work, Brooklyn is passionate about her mission to ensure that every child on the planet has a trained, committed and motivated trusted adult. Offering helpful anecdotes and useful advice, this episode could change the way you think about partnering with your daughter and the other meaningful adults in her life to help her build a healthy adult support network in these challenging times. Resources: ICGS: https://girlsschools.org/ One Trusted Adult: https://www.onetrustedadult.com/ Seattle Girls School: https://www.seattlegirlsschool.org/ One Trusted Adult · Seattle Girls School: · National Coalition of Girls' Schools · Transcript — PDF (101.7 KB)

Quote: “I do think the world of work has moved away from valuing superficial skills and knowledge and has very much moved to valuing people who are able to think more deeply and have the skills to think critically and problem-solve.” (Benenden Student) How can we prepare today's girls for a future in which nearly 85 percent of the jobs that they will hold over the course of their work years haven't yet been invented? Certainly, while it is not possible to know precisely how the world of work will look in 15-20 years, emerging statistics suggest that today's students will have multiple jobs–and perhaps multiple income streams–as they build their careers. Girls need to be “future-proofed”--yes, that really is a word–with a new mindset about work: a mindset that embraces lifelong learning, creative problem-solving, and adaptability to the relentless pace of change. Girls need authentic experiences in today's real world, learning competencies that will make them “future ready.” Samantha Price, the Head of School of the Benenden School in Cranbrook, England, and Helen Semple, the Academic Deputy Head there, join host Trudy Hall to share a vision for “a complete education,” one that goes far beyond academics to include a multi-faceted Professional Skills Programme that will make you want to go back to high school. It is never too soon to start the conversation about work with a young girl, especially if we want them to steer their own course to a future in which they are the ones asking “what if” as they imagine possibilities. Resources: ICGS (International Coalition of Girls Schools): https://girlsschools.org Benenden School: https://www.benenden.school/ Institute for the Future: https://www.iftf.org/about-iftf/ Benenden School · Institute for the Future · Transcript — PDF (133.1 KB)

Quote: “I do think the world of work has moved away from valuing superficial skills and knowledge and has very much moved to valuing people who are able to think more deeply and have the skills to think critically and problem-solve.” (Benenden Student) How can we prepare today's girls for a future in which nearly 85 percent of the jobs that they will hold over the course of their work years haven't yet been invented? Certainly, while it is not possible to know precisely how the world of work will look in 15-20 years, emerging statistics suggest that today's students will have multiple jobs–and perhaps multiple income streams–as they build their careers. Girls need to be “future-proofed”--yes, that really is a word–with a new mindset about work: a mindset that embraces lifelong learning, creative problem-solving, and adaptability to the relentless pace of change. Girls need authentic experiences in today's real world, learning competencies that will make them “future ready.” Samantha Price, the Head of School of the Benenden School in Cranbrook, England, and Helen Semple, the Academic Deputy Head there, join host Trudy Hall to share a vision for “a complete education,” one that goes far beyond academics to include a multi-faceted Professional Skills Programme that will make you want to go back to high school. It is never too soon to start the conversation about work with a young girl, especially if we want them to steer their own course to a future in which they are the ones asking “what if” as they imagine possibilities. Resources: ICGS (International Coalition of Girls Schools): https://girlsschools.org Benenden School: https://www.benenden.school/ Institute for the Future: https://www.iftf.org/about-iftf/ Benenden School · Institute for the Future · National Coalition of Girls' Schools · Transcript — PDF (133.1 KB)

Quote: “ I have been teaching women's history my entire career, so I have taught lots of young people,....and I have found such curiosity to know more about how we got to where we are and particularly about the relationship of black women and white women.” Until recently, women's history has been buried within the layers of known and documented facts; an untold history of unpublished stories. And yet, we know it matters greatly that girls see themselves in the pages of history; that they discover the generations of strong, resilient, purpose-driven women who came before them, breaking ground in striving for equality. It takes the persistence and patience of a trained historian to weave a more complete tapestry of the events that have shaped–and will shape–the lives of women in today's world, as these stories need to be teased out of the existing narrative. It also takes a great storyteller to shine a light on the gems. Listen in when host Trudy Hall has the opportunity to learn from Dr. Elisabeth Griffith, activist, celebrated historian, acclaimed author, long-tenured girls school leader, and engaging storyteller, as they discuss the importance of girls knowing women's history–or the “pink” timeline, as it is sometimes called. Griffith's new book, Formidable: American Women and the Fight for Equality, 1920-2020, which the New York Times raved is “a profoundly illuminating tour de force,” is a multiracial, inclusive timeline of women's history packed with stories that will empower girls and women of all ages.You will also hear clips from both Griffith's PBS Newshour interview as well as a spot on TED talk by Emily Krichbaum, Director of the Center for Girls' and Young Women's Leadership at Columbus School for Girls. It is often said that “girls need to see it to be it.” Perhaps it would be even more powerful if they also read it, heard it, and learned about it in history class. Resources: ICGS (International Coalition of Girls Schools): https://girlsschools.org Formidable: American Women and the Fight for Equality, 1920-2020, Elisabeth Griffith. The Medeira School: https://www.madeira.org/ The Village School: https://villageschool.us/ “Elisabeth Griffith's new book, ‘Formidable,' chronicles American women's fight for equality,” PBS NewsHour interview with Judy Woodruff: https://www.pbs.org/newshour/show/elisabeth-griffiths-new-book-formidable-chronicles-american-womens-fight-for-equality “Remember the Ladies,” a TEDxColumbusWomen talk by Emily Krichbaum, quoted in this episode: https://www.ted.com/talks/emily_krichbaum_remember_the_ladies_the_importance_of_women_s_history_in_classrooms?language=en Elisabeth Griffith · · The Village School · · “Remember the Ladies,” a TEDxColumbusWomen talk by Emily Krichbaum, quoted in this episode · Transcript — PDF (142.0 KB)

Quote: “ I have been teaching women's history my entire career, so I have taught lots of young people,....and I have found such curiosity to know more about how we got to where we are and particularly about the relationship of black women and white women.” Until recently, women's history has been buried within the layers of known and documented facts; an untold history of unpublished stories. And yet, we know it matters greatly that girls see themselves in the pages of history; that they discover the generations of strong, resilient, purpose-driven women who came before them, breaking ground in striving for equality. It takes the persistence and patience of a trained historian to weave a more complete tapestry of the events that have shaped–and will shape–the lives of women in today's world, as these stories need to be teased out of the existing narrative. It also takes a great storyteller to shine a light on the gems. Listen in when host Trudy Hall has the opportunity to learn from Dr. Elisabeth Griffith, activist, celebrated historian, acclaimed author, long-tenured girls school leader, and engaging storyteller, as they discuss the importance of girls knowing women's history–or the “pink” timeline, as it is sometimes called. Griffith's new book, Formidable: American Women and the Fight for Equality, 1920-2020, which the New York Times raved is “a profoundly illuminating tour de force,” is a multiracial, inclusive timeline of women's history packed with stories that will empower girls and women of all ages.You will also hear clips from both Griffith's PBS Newshour interview as well as a spot on TED talk by Emily Krichbaum, Director of the Center for Girls' and Young Women's Leadership at Columbus School for Girls. It is often said that “girls need to see it to be it.” Perhaps it would be even more powerful if they also read it, heard it, and learned about it in history class. Resources: ICGS (International Coalition of Girls Schools): https://girlsschools.org Formidable: American Women and the Fight for Equality, 1920-2020, Elisabeth Griffith. The Medeira School: https://www.madeira.org/ The Village School: https://villageschool.us/ “Elisabeth Griffith's new book, ‘Formidable,' chronicles American women's fight for equality,” PBS NewsHour interview with Judy Woodruff: https://www.pbs.org/newshour/show/elisabeth-griffiths-new-book-formidable-chronicles-american-womens-fight-for-equality “Remember the Ladies,” a TEDxColumbusWomen talk by Emily Krichbaum, quoted in this episode: https://www.ted.com/talks/emily_krichbaum_remember_the_ladies_the_importance_of_women_s_history_in_classrooms?language=en Elisabeth Griffith · · The Village School · · “Remember the Ladies,” a TEDxColumbusWomen talk by Emily Krichbaum, quoted in this episode · National Coalition of Girls' Schools · Transcript — PDF (142.0 KB)

Quote: “I would like the parents of introverted children to know that supporting our passions and interests is important and that we will find our individual ways of being a leader. Even though we are quiet, we are still capable of being confident.” This episode of On Educating Girls unapologetically celebrates the introverts who live, learn and work among us. Susan Cain, author of Quiet: The Power of Introverts in a World That Can't Stop Talking, launched a conversation that has, over the last decade, become a full-blown movement to better understand what introverts bring to the table and to support and empower “quiet” children, often erroneously judged as painfully shy or socially awkward. If there is a quiet girl in your life–or inside you—you will want to listen. Join host Trudy Hall as she learns how Betsy Gugle, Director of Lower School at Columbus School for Girls, and her teaching colleagues have embraced the challenge of affirming introverts in a world that is still biased toward extroverts, integrating awarenss of all personality temperaments into the school culture. We learn that language and labels matter in this important work, as does the modeling of adults who want to ensure the voices and talents of self-described introverts are honed and honored. In a world that has become too noisy, perhaps it is the introverts that can lead the way? Resources You Should Know About: ICGS (International Coalition of Girls Schools): https://girlsschools.org Columbus School for Girls: https://www.columbusschoolforgirls.org/ Quiet: The Power of Introverts in a World That Cannot Stop Talking, Susan Cain Quiet Power: The Secret Strengths of Introverts, Susan Cain Additional Resources: ● The Introvert Advantage: How to Thrive in an Extrovert World, Marti Olsen Lancy, Psy.D. ● Quiet Kids: Help Your Introverted Child Succeed in an Extroverted World, Christine Fonseca ● The Elegance of a Hedgehog, Muriel Barbery ● Quiet Revolution Resources for Schools ● Quiet Revolution Resources for Parents ● Article: How the Definition of Leadership is Changing for Women by Kathryn Sollmann (Forbes Magazine) ● Article: Engaging Quiet Kids by Susan Cain and Emily Klein (Independent School Magazine) ● Article: What are Introverts like as Children, Jenn Granneman (Psychology Today) website · Columbus School for Girls · Quiet: The Power of Introverts in a World That Cannot Stop Talking · Quiet Power: The Secret Strengths of Introverts · Transcript — PDF (248.7 KB)

Quote: “I would like the parents of introverted children to know that supporting our passions and interests is important and that we will find our individual ways of being a leader. Even though we are quiet, we are still capable of being confident.” This episode of On Educating Girls unapologetically celebrates the introverts who live, learn and work among us. Susan Cain, author of Quiet: The Power of Introverts in a World That Can't Stop Talking, launched a conversation that has, over the last decade, become a full-blown movement to better understand what introverts bring to the table and to support and empower “quiet” children, often erroneously judged as painfully shy or socially awkward. If there is a quiet girl in your life–or inside you—you will want to listen. Join host Trudy Hall as she learns how Betsy Gugle, Director of Lower School at Columbus School for Girls, and her teaching colleagues have embraced the challenge of affirming introverts in a world that is still biased toward extroverts, integrating awarenss of all personality temperaments into the school culture. We learn that language and labels matter in this important work, as does the modeling of adults who want to ensure the voices and talents of self-described introverts are honed and honored. In a world that has become too noisy, perhaps it is the introverts that can lead the way? Resources You Should Know About: ICGS (International Coalition of Girls Schools): https://girlsschools.org Columbus School for Girls: https://www.columbusschoolforgirls.org/ Quiet: The Power of Introverts in a World That Cannot Stop Talking, Susan Cain Quiet Power: The Secret Strengths of Introverts, Susan Cain Additional Resources: ● The Introvert Advantage: How to Thrive in an Extrovert World, Marti Olsen Lancy, Psy.D. ● Quiet Kids: Help Your Introverted Child Succeed in an Extroverted World, Christine Fonseca ● The Elegance of a Hedgehog, Muriel Barbery ● Quiet Revolution Resources for Schools ● Quiet Revolution Resources for Parents ● Article: How the Definition of Leadership is Changing for Women by Kathryn Sollmann (Forbes Magazine) ● Article: Engaging Quiet Kids by Susan Cain and Emily Klein (Independent School Magazine) ● Article: What are Introverts like as Children, Jenn Granneman (Psychology Today) website · Columbus School for Girls · Quiet: The Power of Introverts in a World That Cannot Stop Talking · Quiet Power: The Secret Strengths of Introverts · National Coalition of Girls' Schools · Transcript — PDF (248.7 KB)

Quote: “At the root of everything we do is collaboration and communication.” (Ainsley, 17) We want the girls in our lives to have big ideas and the passion to bring them to life. Yet, how do we, as their adult role models, set the tone, become their partners, teach them the transferable skill sets they need when the big idea might need some help in the “birthing” process? You do it with curiosity and positivity. You do it by asking the right questions. You do it with a learner's mindset. Together, with her, you create the satisfying “journey to yes.” Enjoy the ride as host Trudy Hall learns just how that is done well at Our Lady of Peace Academy in San Diego, California. Dr. Lauren Lek, Head of School, Rivka Bent, Interim Director of Marketing and Communications , and Ainsley Savant, OLP class of 2023, who created the school's first Hackathon and is a student lead for the Architects of Change initiative share how they intentionally built a culture of collaboration, honed a mindset of curiosity, and became partners in a process that enables girls to challenge the status quo, envision a different reality and develop the skills needed to make their big plans actionable. Resources You Should Know About: ICGS (International Coalition of Girls Schools): https://girlsschools.org Our Lady of Peace Academy: https://aolp.org/aocatschool/ Architects of Change: https://mariashriver.com/aoc/ Trust and Inspire: How Truly Great Leaders Unleash Greatness in Others, Stephen Covey Our Lady of Peace Academy · Architects of Change · Transcript — PDF (138.5 KB)

Quote: “At the root of everything we do is collaboration and communication.” (Ainsley, 17) We want the girls in our lives to have big ideas and the passion to bring them to life. Yet, how do we, as their adult role models, set the tone, become their partners, teach them the transferable skill sets they need when the big idea might need some help in the “birthing” process? You do it with curiosity and positivity. You do it by asking the right questions. You do it with a learner's mindset. Together, with her, you create the satisfying “journey to yes.” Enjoy the ride as host Trudy Hall learns just how that is done well at Our Lady of Peace Academy in San Diego, California. Dr. Lauren Lek, Head of School, Rivka Bent, Interim Director of Marketing and Communications , and Ainsley Savant, OLP class of 2023, who created the school's first Hackathon and is a student lead for the Architects of Change initiative share how they intentionally built a culture of collaboration, honed a mindset of curiosity, and became partners in a process that enables girls to challenge the status quo, envision a different reality and develop the skills needed to make their big plans actionable. Resources You Should Know About: ICGS (International Coalition of Girls Schools): https://girlsschools.org Our Lady of Peace Academy: https://aolp.org/aocatschool/ Architects of Change: https://mariashriver.com/aoc/ Trust and Inspire: How Truly Great Leaders Unleash Greatness in Others, Stephen Covey Our Lady of Peace Academy · Architects of Change · National Coalition of Girls' Schools · Transcript — PDF (138.5 KB)

Quote: “When parents are asked, ‘What do you want for your child when they are older,' they will often say ‘confidence' or ‘resilience.' And both of these qualities can be gained from playing sports. (Elizabeth, 12 years old) If there was one thing in a girl's life that could lead to a healthier lifestyle, help her build time-management skills, ensure she is less likely to be sad or depressed, be more likely to have strong relationships with friends, and more likely to say she is smart enough to pursue her dream career, wouldn't every parent tune in to learn about that magic potion? All the data suggests that there is one gamechanger that might impact everything on that list and more: engaging in athletics during pre-teen and teenage years. Listen to Martha Perry, Head of School at St. Clement's School in Toronto, Canada, and Tilly Rigby, St. Clement's School alum and winner of the Arthur Ashe Leadership and Sports Award, as they talk with host Trudy Hall about how and why sports participation positively impacts nearly every single aspect of a girl's life–not just in her teen years, but throughout the rest of her life. The good news is that these benefits are not just for the athletic superstars; they are the rewards a girl gets simply from getting into the game. Resources You Should Know About: ICGS (International Coalition of Girls Schools): https://girlsschools.org St. Clements School:https://www.scs.on.ca/ Women's Sports Foundation:https://www.womenssportsfoundation.org/ St. Clements School · Women's Sports Foundation · Transcript - On Educating Girls Episode 13_ Girls Who Get In the Game - Edited.pdf — PDF (124.4 KB)

Quote: “When parents are asked, ‘What do you want for your child when they are older,' they will often say ‘confidence' or ‘resilience.' And both of these qualities can be gained from playing sports. (Elizabeth, 12 years old) If there was one thing in a girl's life that could lead to a healthier lifestyle, help her build time-management skills, ensure she is less likely to be sad or depressed, be more likely to have strong relationships with friends, and more likely to say she is smart enough to pursue her dream career, wouldn't every parent tune in to learn about that magic potion? All the data suggests that there is one gamechanger that might impact everything on that list and more: engaging in athletics during pre-teen and teenage years. Listen to Martha Perry, Head of School at St. Clement's School in Toronto, Canada, and Tilly Rigby, St. Clement's School alum and winner of the Arthur Ashe Leadership and Sports Award, as they talk with host Trudy Hall about how and why sports participation positively impacts nearly every single aspect of a girl's life–not just in her teen years, but throughout the rest of her life. The good news is that these benefits are not just for the athletic superstars; they are the rewards a girl gets simply from getting into the game. Resources You Should Know About: ICGS (International Coalition of Girls Schools): https://girlsschools.org St. Clements School:https://www.scs.on.ca/ Women's Sports Foundation:https://www.womenssportsfoundation.org/ St. Clements School · Women's Sports Foundation · National Coalition of Girls' Schools · Transcript - On Educating Girls Episode 13_ Girls Who Get In the Game - Edited.pdf — PDF (124.4 KB)

EPISODE 12 Show Notes: Girls Who Say “Yes, And…” Quote: This is an unusual podcast….not sure we have a quote that pops out….should I search for one or let it go? The compelling research leaves no doubt about the reality that between the ages of 8 to 14, girls' confidence levels can plummet up to 30%. Since the impact of this drop in confidence can be both profound and long lasting, it is no wonder that both parents and educators care deeply about proactively addressing this central challenge in the life of a young girl. The great news for girls and their parents is that there are proven ways to intervene at this critical juncture; ways that foster important skill sets of self-awareness, empathy, intellectual agility, collaboration and resilience. Jenny Raymond, the Executive Director of the Harnisch Foundation and founder of Funny Girls, joins host Trudy Hall for a lively conversation about teaching pre-teen girls how to think of themselves as leaders in the making. Funny Girls is a research-based curriculum designed to utilize improvisational theater games and strategies to tackle the confidence gap head on. In the process of this fun experimentation, however, far more than leadership skills are honed. As these efforts demonstrate, teaching girls improv might be the perfect, playful way to move a girl from the sidelines to center stage during a formative stage in her life. And parents can join in the fun, too. The resources you need to know about: International Coalition of Girls Schools: https://girlsschools.org/ The Confidence Code for Girls: Claire Shipman, Jillellen Riley, Katty Kay Funny Girls: https://thehf.org/funny-girls/ Funny Girls · Transcript — PDF (149.7 KB)

EPISODE 12 Show Notes: Girls Who Say “Yes, And…” Quote: This is an unusual podcast….not sure we have a quote that pops out….should I search for one or let it go? The compelling research leaves no doubt about the reality that between the ages of 8 to 14, girls' confidence levels can plummet up to 30%. Since the impact of this drop in confidence can be both profound and long lasting, it is no wonder that both parents and educators care deeply about proactively addressing this central challenge in the life of a young girl. The great news for girls and their parents is that there are proven ways to intervene at this critical juncture; ways that foster important skill sets of self-awareness, empathy, intellectual agility, collaboration and resilience. Jenny Raymond, the Executive Director of the Harnisch Foundation and founder of Funny Girls, joins host Trudy Hall for a lively conversation about teaching pre-teen girls how to think of themselves as leaders in the making. Funny Girls is a research-based curriculum designed to utilize improvisational theater games and strategies to tackle the confidence gap head on. In the process of this fun experimentation, however, far more than leadership skills are honed. As these efforts demonstrate, teaching girls improv might be the perfect, playful way to move a girl from the sidelines to center stage during a formative stage in her life. And parents can join in the fun, too. The resources you need to know about: International Coalition of Girls Schools: https://girlsschools.org/ The Confidence Code for Girls: Claire Shipman, Jillellen Riley, Katty Kay Funny Girls: https://thehf.org/funny-girls/ Funny Girls · National Coalition of Girls' Schools · Transcript — PDF (149.7 KB)

“When I have stood proudly and spoken confidently, my voice is often heard.” (Student at Merion-Mercy Academy) We have all experienced the significant frustrations of engaging in civil discourse in our increasingly polarized world. More and more often, we seem to live in “a culture of outrage” in which public shaming has become an unfortunate norm, and intellectual discourse has taken a back seat to shouting matches. It should not surprise us then that, for educators, it has never been more critical to be intentional about teaching the skills needed to use one's voice when the attacks become personal, and the disagreements become fierce. For many girls, who often confront societal norms not to speak up and not to be disagreeable, this is tricky terrain. It requires the use of the courage muscle; it demands vulnerability. It takes both empathy and practice. Host Trudy Hall engages with Girls Day School Trust heads Fionnuala Kennedy of Wimbledon High School, Alison Sefton of Norwich High School and Jo Sharrock of Shrewsbury High School as they discuss the challenges of creating safe spaces for this “practice,” the rules of engagement needed to ensure constructive dialogue, and the substantial rewards for both girls and parents in prioritizing this nuanced work in the classroom and at home. If you are interested in understanding how best to encourage girls to speak up and out with confidence and authority, this conversation is a must-listen for you. The resources you need to know about: International Coalition of Girls Schools: https://girlsschools.org/ Steeped In Learning Study: Dr. Richard Holmgren (not sure if we need to include this reference but it is where the stat that I refer to in the intro comes from. Also thought it would be great to link parents to it. Drop it if you don't see that same need. Girls Day School Trust: GDST Wimbledon High School: https://www.wimbledonhigh.gdst.net/ Norwich High School: https://www.norwichhigh.gdst.net/ Shrewsbury High School: https://shrewsburyhigh.gdst.net/ Merion Mercy Academy Transcript — PDF (185.4 KB)

“When I have stood proudly and spoken confidently, my voice is often heard.” (Student at Merion-Mercy Academy) We have all experienced the significant frustrations of engaging in civil discourse in our increasingly polarized world. More and more often, we seem to live in “a culture of outrage” in which public shaming has become an unfortunate norm, and intellectual discourse has taken a back seat to shouting matches. It should not surprise us then that, for educators, it has never been more critical to be intentional about teaching the skills needed to use one's voice when the attacks become personal, and the disagreements become fierce. For many girls, who often confront societal norms not to speak up and not to be disagreeable, this is tricky terrain. It requires the use of the courage muscle; it demands vulnerability. It takes both empathy and practice. Host Trudy Hall engages with Girls Day School Trust heads Fionnuala Kennedy of Wimbledon High School, Alison Sefton of Norwich High School and Jo Sharrock of Shrewsbury High School as they discuss the challenges of creating safe spaces for this “practice,” the rules of engagement needed to ensure constructive dialogue, and the substantial rewards for both girls and parents in prioritizing this nuanced work in the classroom and at home. If you are interested in understanding how best to encourage girls to speak up and out with confidence and authority, this conversation is a must-listen for you. The resources you need to know about: International Coalition of Girls Schools: https://girlsschools.org/ Steeped In Learning Study: Dr. Richard Holmgren (not sure if we need to include this reference but it is where the stat that I refer to in the intro comes from. Also thought it would be great to link parents to it. Drop it if you don't see that same need. Girls Day School Trust: GDST Wimbledon High School: https://www.wimbledonhigh.gdst.net/ Norwich High School: https://www.norwichhigh.gdst.net/ Shrewsbury High School: https://shrewsburyhigh.gdst.net/ Merion Mercy Academy National Coalition of Girls' Schools · Transcript — PDF (185.4 KB)

Quote: With women being the minority in every government in the world, it is vital that we don't allow ourselves to be cut out of discussions due to who we are and what we represent, and that we fight for our position and our beliefs. (Student at Canberra Girls Grammar School) When a young woman aspires to enter the political arena, she faces an array of challenges–from societal bias to the discouragement of family and friends. According to statistics maintained by the United Nation, as of September 2021, there are a mere 26 women serving as Heads of State or Government in nations around the world. Even more astounding, there are still 27 countries in the global realm in which women account for less than 10% of parliamentarians. In this episode, our conversation focuses on what adults can do to ensure that girls with political aspirations become women whose ambition and courage place them in rooms where their voices will make a difference in the legislative agenda. Along the way, we discuss the barriers they confront and ways to prepare them to challenge those barriers. Host Trudy Hall invites Julie Joritssma, Acting Principal, and Winifred Hanson, Head of Academic Engagement, from Canberra Girls Grammar School in the Australian capital city of Canberra, to talk about a program designed to ensure girls understand and engage in the political realm. They offer lessons learned, practical advice and a savvy understanding of the skills girls need to successfully enter the political fray. They take the responsibility for preparing girls for a life of service very seriously; they want girls to be able to “open the door, enter the room, and join the conversation.” The resources you need to know about: NCGS: https://www.ncgs.org/ Canberra Girls Grammar School: https://www.cggs.act.edu.au/student-life/co-curricular/the-house

Quote: With women being the minority in every government in the world, it is vital that we don't allow ourselves to be cut out of discussions due to who we are and what we represent, and that we fight for our position and our beliefs. (Student at Canberra Girls Grammar School) When a young woman aspires to enter the political arena, she faces an array of challenges–from societal bias to the discouragement of family and friends. According to statistics maintained by the United Nation, as of September 2021, there are a mere 26 women serving as Heads of State or Government in nations around the world. Even more astounding, there are still 27 countries in the global realm in which women account for less than 10% of parliamentarians. In this episode, our conversation focuses on what adults can do to ensure that girls with political aspirations become women whose ambition and courage place them in rooms where their voices will make a difference in the legislative agenda. Along the way, we discuss the barriers they confront and ways to prepare them to challenge those barriers. Host Trudy Hall invites Julie Joritssma, Acting Principal, and Winifred Hanson, Head of Academic Engagement, from Canberra Girls Grammar School in the Australian capital city of Canberra, to talk about a program designed to ensure girls understand and engage in the political realm. They offer lessons learned, practical advice and a savvy understanding of the skills girls need to successfully enter the political fray. They take the responsibility for preparing girls for a life of service very seriously; they want girls to be able to “open the door, enter the room, and join the conversation.” The resources you need to know about: NCGS: https://www.ncgs.org/ Canberra Girls Grammar School: https://www.cggs.act.edu.au/student-life/co-curricular/the-house National Coalition of Girls' Schools

“I do worry that I am not talented enough all the time. This is something that goes through my head a lot.” (Emma, professional tennis player) In this episode we unpack one of the largest and most comprehensive international studies done to date on gender stereotypes and their impact on girls: “The stereotype that girls lack talent: A worldwide investigation”,published in Science Advances in March of this year. The study provided an indepth look at the global impact of deeply embedded gender stereotyping and offered significant evidence that girls are overwhelmingly more likely than boys to attribute their failures to a lack of talent. Said another way, girls may be the ones holding themselves back. Natalie Demers, the Director of Research Initiatives and Programs for the International Association of Girls Schools, joins host Trudy Hall to discuss the stark results and offer insights for parents and educators to help confront gender stereotyping head on.The reality is that it is the mindset of a young woman that matters most as she heads out into the world to break barriers, and the good news is that there is much that the adult role models in girls lives can do to help girls push through and beyond stereotypical boundaries. The resources you need to know about: NCGS: https://www.ncgs.org/research/ (we are promoting this Episode as being produced by ICGS…should we still be using this website? I think we have to, but I thought I would raise the issue. Another option: I could put the link to the Global Action Research Fellows as that is referred to quite a bit in the Episode. The Stereotype that Girls Lack Talent: A worldwide investigation; Science Advances: https://www.science.org/doi/pdf/10.1126/sciadv.abm3689 The Stereotype that Girls Lack Talent: A worldwide investigation · · Transcript.pdf — PDF (140.1 KB)

“I do worry that I am not talented enough all the time. This is something that goes through my head a lot.” (Emma, professional tennis player) In this episode we unpack one of the largest and most comprehensive international studies done to date on gender stereotypes and their impact on girls: “The stereotype that girls lack talent: A worldwide investigation”,published in Science Advances in March of this year. The study provided an indepth look at the global impact of deeply embedded gender stereotyping and offered significant evidence that girls are overwhelmingly more likely than boys to attribute their failures to a lack of talent. Said another way, girls may be the ones holding themselves back. Natalie Demers, the Director of Research Initiatives and Programs for the International Association of Girls Schools, joins host Trudy Hall to discuss the stark results and offer insights for parents and educators to help confront gender stereotyping head on.The reality is that it is the mindset of a young woman that matters most as she heads out into the world to break barriers, and the good news is that there is much that the adult role models in girls lives can do to help girls push through and beyond stereotypical boundaries. The resources you need to know about: NCGS: https://www.ncgs.org/research/ (we are promoting this Episode as being produced by ICGS…should we still be using this website? I think we have to, but I thought I would raise the issue. Another option: I could put the link to the Global Action Research Fellows as that is referred to quite a bit in the Episode. The Stereotype that Girls Lack Talent: A worldwide investigation; Science Advances: https://www.science.org/doi/pdf/10.1126/sciadv.abm3689 The Stereotype that Girls Lack Talent: A worldwide investigation · · National Coalition of Girls' Schools · Transcript.pdf — PDF (140.1 KB)

“I have never, ever had any doubt in my mind about SOLA's mission and vision. For me, it is as critical as breathing air.” (Shabana Basij-Rasikh, Founder of SOLA) The world watched in horrified disbelief, and with great compassion, as Kabul, Afghanistan was re-taken by the Taliban in August 2021. Those who care deeply about the education of girls around the globe were especially worried about a generation of girls who may be denied education in the new regime. Recent headlines tell us that worry was well-founded. In this episode, listen in as Shabana Basij-Rasikh, the founder and head of SOLA (School of Leadership, Afghanistan), and Megan Murphy, Executive Director of the National Coalition of Girls Schools, share a compelling story of school leadership in the turbulence of growth and change. Being a leader on the global stage requires bold thinking, flexibility and adaptability, and this story highlights that reality brilliantly. As Shabana and Megan note, the fight to educate girls in Afghanistan has ramifications for the larger global problem: over 150 million school-age girls around the world are not in school, and that is not okay for these girls, for their countries, and for our future. It will take visionary leadership to tackle this global challenge, and these two women are ready to step up. The resources you need to know about: NCGS: www.ncgs.org SOLA (School of Leadership Afghanistan): www.sola-afghanistan.org Shabana's November 21 TEDWomen talk: www.youtube.com/watch?v=Xy4iSaJOQQA National Coalition of Girls Schools Website · The School of Leadership, Afghanistan (SOLA) · Shabana's TEDWomen talk in 2021 · On Educating Girls S3_Episode8: Girls Who Dream Big.pdf — PDF (139.3 KB)

“I have never, ever had any doubt in my mind about SOLA's mission and vision. For me, it is as critical as breathing air.” (Shabana Basij-Rasikh, Founder of SOLA) The world watched in horrified disbelief, and with great compassion, as Kabul, Afghanistan was re-taken by the Taliban in August 2021. Those who care deeply about the education of girls around the globe were especially worried about a generation of girls who may be denied education in the new regime. Recent headlines tell us that worry was well-founded. In this episode, listen in as Shabana Basij-Rasikh, the founder and head of SOLA (School of Leadership, Afghanistan), and Megan Murphy, Executive Director of the National Coalition of Girls Schools, share a compelling story of school leadership in the turbulence of growth and change. Being a leader on the global stage requires bold thinking, flexibility and adaptability, and this story highlights that reality brilliantly. As Shabana and Megan note, the fight to educate girls in Afghanistan has ramifications for the larger global problem: over 150 million school-age girls around the world are not in school, and that is not okay for these girls, for their countries, and for our future. It will take visionary leadership to tackle this global challenge, and these two women are ready to step up. The resources you need to know about: NCGS: www.ncgs.org SOLA (School of Leadership Afghanistan): www.sola-afghanistan.org Shabana's November 21 TEDWomen talk: www.youtube.com/watch?v=Xy4iSaJOQQA National Coalition of Girls Schools Website · The School of Leadership, Afghanistan (SOLA) · Shabana's TEDWomen talk in 2021 · National Coalition of Girls' Schools · On Educating Girls S3_Episode8: Girls Who Dream Big.pdf — PDF (139.3 KB)

Quote: “The question I want to ask someone is: Is this the right school for me for the next four years of my life? (Student, Washington School for Girls) As we know well from our own lives, transitions between the chapters of life are filled with emotion, and the moments of saying goodbye and hello in life are often indelibly printed on our hearts. In this episode we offer advice and language that can be helpful as girls seek guidance in moving from the familiar and comfortable to the new and unknown. From preparing for the change to becoming part of a new community, each step along the journey presents its own set of questions and identity challenges. Dr. Beth Reaves, the President of Washington School for Girls in Washington, DC, and Joey Adams, an alum of Washington School for Girls who serves as the Manager of Graduate Success and Outreach for the school, join host Trudy Hall in a conversation about “belonging” and how to partner with girls as they build the skill set to engage with a new community to make it their own in ways that feel satisfying and authentic. As it turns out, enjoying that feeling of belonging is a choice, and it takes effort and intentionality. It also takes wise counsel from the adults who work with girls to ensure that each new chapter takes them to a rewarding “next” in life. The resources you need to know about: NCGS: www.ncgs.org Washington School for Girls: www.washingtonschoolforgirls.org Transcript.pdf — PDF (145.5 KB)

Quote: “The question I want to ask someone is: Is this the right school for me for the next four years of my life? (Student, Washington School for Girls) As we know well from our own lives, transitions between the chapters of life are filled with emotion, and the moments of saying goodbye and hello in life are often indelibly printed on our hearts. In this episode we offer advice and language that can be helpful as girls seek guidance in moving from the familiar and comfortable to the new and unknown. From preparing for the change to becoming part of a new community, each step along the journey presents its own set of questions and identity challenges. Dr. Beth Reaves, the President of Washington School for Girls in Washington, DC, and Joey Adams, an alum of Washington School for Girls who serves as the Manager of Graduate Success and Outreach for the school, join host Trudy Hall in a conversation about “belonging” and how to partner with girls as they build the skill set to engage with a new community to make it their own in ways that feel satisfying and authentic. As it turns out, enjoying that feeling of belonging is a choice, and it takes effort and intentionality. It also takes wise counsel from the adults who work with girls to ensure that each new chapter takes them to a rewarding “next” in life. The resources you need to know about: NCGS: www.ncgs.org Washington School for Girls: www.washingtonschoolforgirls.org National Coalition of Girls' Schools · Transcript.pdf — PDF (145.5 KB)

Quote: “It is when you become aware of the global challenges and are prepared to act in the interest of the human race; it is then you would identify as a global citizen.” (student, St. Catherine's, Bramley, England) Educators frequently speak of having global competencies or being a global citizen, but what does that really mean? Are we clear on how this happens both in school and at home? Today, more than ever, it is critical that parents and teachers are on the same page as we help girls develop the mindset and skills to ensure their readiness for a world where traditional borders and systems are blurred. Their future success depends upon them cultivating a perspective that makes them curious about the many ways of being human in the world. Clare Sisisky, the Executive Director of the Global Benchmark Group, shares her experience and wisdom as a professional who has been developing best practice in global educational programming. Her conversation with podcast host Trudy Hall explores both the role of schools and parents in empowering girls to become global citizens. In a landscape in which the word “global” has become ubiquitous, every adult who is raising and teaching girls of all ages has an important part in broadening the worldview of girls. The resources you need to know about: NCGS: www.ncgs.org Global Education Benchmark Group:https://gebg.org/ Colegio La Vall: https://lavall.institucio.org/ca/ St. Catherine's Bramley: https://www.stcatherines.info/ Asia Society: https://asiasociety.org/education Asia Society · Global Education Benchmark Group · Colegio La Vall · St. Catherine's Bramley · NCGS Ep 6_Transcript Draft - Edited (9 Feb) (1).pdf — PDF (146.0 KB) · Clare Sisisky's book recommendations.pdf — PDF (52.1 KB)

Quote: “It is when you become aware of the global challenges and are prepared to act in the interest of the human race; it is then you would identify as a global citizen.” (student, St. Catherine's, Bramley, England) Educators frequently speak of having global competencies or being a global citizen, but what does that really mean? Are we clear on how this happens both in school and at home? Today, more than ever, it is critical that parents and teachers are on the same page as we help girls develop the mindset and skills to ensure their readiness for a world where traditional borders and systems are blurred. Their future success depends upon them cultivating a perspective that makes them curious about the many ways of being human in the world. Clare Sisisky, the Executive Director of the Global Benchmark Group, shares her experience and wisdom as a professional who has been developing best practice in global educational programming. Her conversation with podcast host Trudy Hall explores both the role of schools and parents in empowering girls to become global citizens. In a landscape in which the word “global” has become ubiquitous, every adult who is raising and teaching girls of all ages has an important part in broadening the worldview of girls. The resources you need to know about: NCGS: www.ncgs.org Global Education Benchmark Group:https://gebg.org/ Colegio La Vall: https://lavall.institucio.org/ca/ St. Catherine's Bramley: https://www.stcatherines.info/ Asia Society: https://asiasociety.org/education Asia Society · Global Education Benchmark Group · Colegio La Vall · St. Catherine's Bramley · National Coalition of Girls' Schools · NCGS Ep 6_Transcript Draft - Edited (9 Feb) (1).pdf — PDF (146.0 KB) · Clare Sisisky's book recommendations.pdf — PDF (52.1 KB)

“ The most helpful piece of advice that any adult has ever given me to help me with my body image is that I should really just be confident in myself. Because if you are confident in yourself then you radiate happiness.” (Claire, Montreal, Canada) Beginning in their pre-teen years, many girls contend with body image issues, continuing to struggle throughout their teenage years and well into adulthood, often to the detriment of their emotional well-being, physical health and confidence. This should not surprise us as girls are bombarded from every direction—from boys, media, advertising campaigns, parents, coaches, and even friends--about how every part of their bodies should look and feel. In this episode, we hear from two educators who tackle the topic head on, convinced that the right messaging at the front end of the process of becoming a woman can have a long-term positive effect on a girl's sense of herself in her own body and her ability to accept herself for who she is. Erika Rath, who serves as the Director of Student Services at Sacred Heart School of Montreal in Canada, and Warren Perry, who is the Aquatics Director at Convent of the Sacred Heart in New York City, join host Trudy Hall, former NCGS Board Chair and advocate for girls' schools, for a conversation about how they address body image issues in their conversations with girls in the earliest stages of becoming young women. Parents and adults who are raising girls of all ages should listen in, as getting girls to feel comfortable in their own bodies is critical to their healthy development and this is work that we need to do together, relentlessly, consistently, speaking with one voice. The resources you need to know about: NCGS: www.ncgs.org Sacred Heart Network: https://www.sacredheartusc.education/ Erika Rath's Blog: https://www.sacredheart.qc.ca/blog/ Warren Perry's Body Image article: https://www.cshnyc.org/athletics/aquatics/body-image-for-middle-school-female-swimmers Warren Perry's body image aritcle · Erika Rath's blog · Sacred Heart Network · NCGS · NCGS Ep 5 _ Draft Transcript - EDITED 2.pdf — PDF (147.6 KB)

“ The most helpful piece of advice that any adult has ever given me to help me with my body image is that I should really just be confident in myself. Because if you are confident in yourself then you radiate happiness.” (Claire, Montreal, Canada) Beginning in their pre-teen years, many girls contend with body image issues, continuing to struggle throughout their teenage years and well into adulthood, often to the detriment of their emotional well-being, physical health and confidence. This should not surprise us as girls are bombarded from every direction—from boys, media, advertising campaigns, parents, coaches, and even friends--about how every part of their bodies should look and feel. In this episode, we hear from two educators who tackle the topic head on, convinced that the right messaging at the front end of the process of becoming a woman can have a long-term positive effect on a girl's sense of herself in her own body and her ability to accept herself for who she is. Erika Rath, who serves as the Director of Student Services at Sacred Heart School of Montreal in Canada, and Warren Perry, who is the Aquatics Director at Convent of the Sacred Heart in New York City, join host Trudy Hall, former NCGS Board Chair and advocate for girls' schools, for a conversation about how they address body image issues in their conversations with girls in the earliest stages of becoming young women. Parents and adults who are raising girls of all ages should listen in, as getting girls to feel comfortable in their own bodies is critical to their healthy development and this is work that we need to do together, relentlessly, consistently, speaking with one voice. The resources you need to know about: NCGS: www.ncgs.org Sacred Heart Network: https://www.sacredheartusc.education/ Erika Rath's Blog: https://www.sacredheart.qc.ca/blog/ Warren Perry's Body Image article: https://www.cshnyc.org/athletics/aquatics/body-image-for-middle-school-female-swimmers Warren Perry's body image aritcle · Erika Rath's blog · Sacred Heart Network · NCGS · National Coalition of Girls' Schools · NCGS Ep 5 _ Draft Transcript - EDITED 2.pdf — PDF (147.6 KB)

“These are transferable skills that are going to prepare young people today really well for a really uncertain future. A future in which, to be real world ready, they are going to have to accept a greater degree of uncertainty, a greater degree of agility in moving through different careers during the time they are in the workforce.” (Dr. Kevin Stannard, GDST, London, England) The world in which our girls will one day lead will require flexibility, creative problem-solving, strategic risk-taking, persistence in the face of steep odds, fiscal savvy and more. Is teaching them an entrepreneurial mindset the way to set them up for success? Many educators of girls are convinced that it is. They believe that entrepreneurial skills are not just for those who want to start a business; they are the skills that intersect with real life, creating a mindset of “possibility” on a playing field that is still uneven for women leaders. Host Trudy Hall, former NCGS Board Chair and advocate for girls' schools, talks with Dr. Kevin Stannard, Director of Innovation and Learning at the Girls' Day School Trust(GDST) in London, England. The GDST is comprised of 25 schools and is a non-profit entity founded in 1872 by four pioneering women who believed that girls should have the same academic quality of education as their brothers. Since its inception, it has been singularly focused on providing academic excellence through research and best practice. Dr. Stannard joined the GDST from University of Cambridge International Examinations (CIE) where he was Director of Education. This podcast is created to prompt a conversation about the multiple ways in which girls benefit from developing an “entrepreneurial mindset.” In a world in which many high achieving girls are risk averse and/or struggle with perfectionism, understanding and implementing the process of design thinking can be liberating for them. National Coalition of Girls Schools Website · Girls' Day School Trust · LEAD (Leadership and Enterprise Advanced Diploma) · Putney High School · NCGS Ep 4 Transcript pdf.pdf — PDF (156.5 KB)

“These are transferable skills that are going to prepare young people today really well for a really uncertain future. A future in which, to be real world ready, they are going to have to accept a greater degree of uncertainty, a greater degree of agility in moving through different careers during the time they are in the workforce.” (Dr. Kevin Stannard, GDST, London, England) The world in which our girls will one day lead will require flexibility, creative problem-solving, strategic risk-taking, persistence in the face of steep odds, fiscal savvy and more. Is teaching them an entrepreneurial mindset the way to set them up for success? Many educators of girls are convinced that it is. They believe that entrepreneurial skills are not just for those who want to start a business; they are the skills that intersect with real life, creating a mindset of “possibility” on a playing field that is still uneven for women leaders. Host Trudy Hall, former NCGS Board Chair and advocate for girls' schools, talks with Dr. Kevin Stannard, Director of Innovation and Learning at the Girls' Day School Trust(GDST) in London, England. The GDST is comprised of 25 schools and is a non-profit entity founded in 1872 by four pioneering women who believed that girls should have the same academic quality of education as their brothers. Since its inception, it has been singularly focused on providing academic excellence through research and best practice. Dr. Stannard joined the GDST from University of Cambridge International Examinations (CIE) where he was Director of Education. This podcast is created to prompt a conversation about the multiple ways in which girls benefit from developing an “entrepreneurial mindset.” In a world in which many high achieving girls are risk averse and/or struggle with perfectionism, understanding and implementing the process of design thinking can be liberating for them. National Coalition of Girls Schools Website · Girls' Day School Trust · LEAD (Leadership and Enterprise Advanced Diploma) · Putney High School · National Coalition of Girls' Schools · NCGS Ep 4 Transcript pdf.pdf — PDF (156.5 KB)

"Being posted when you didn't give permission to be posted is really uncomfortable, and yet it is a reminder that there could be a camera on you at any time.” (Maddie, North Carolina, USA) Facebook, Instagram, TikTok, YouTube, Snapchat, WhatsApp. We know these apps because we--and our daughters-- use these apps. Girls growing up today have no “before.” Social media has always been a part of their lives as they are the second generation to come of age with smartphones in hand. Knowing that it is nearly impossible to restrict access to social media apps, parents and schools are becoming intentional about proactively addressing the topic, using new apps, educational programming and emerging research to help girls negotiate this powerful and potentially treacherous force. In this episode, host Trudy Hall, former NCGS Board Chair and advocate for girls schools, will speak with Dr Catherine Steiner-Adair, a clinical psychologist, author and practitioner who has committed herself for over a decade to minimize the substantial social media risks for teenagers. Author of The Big Disconnect, Dr Steiner-Adair cares deeply about ensuring children have what she calls “the tools of our humanity”--empathy, ethics and social-emotional intelligence--even as she understands that their ability to master technology will play a crucial role in their success as adults. Her wisdom comes from her extensive research and her conversations with hundreds of girls. This podcast is created to launch what must be an ongoing conversation on a critical topic that is front and centre in the lives of girls: managing the energy girls devote to a growing number of social media apps purporting to offer value to their lives. Schools and parents are necessary partners in this work, as the boundaries between school and home are blurred in this terrain. You will find useful advice and wisdom as you help girls become responsible citizens online. National Coalition of Girls Schools Website · Dr. Catherine Steiner-Adair's website · Chatham Hall's website · Transcript.pdf — PDF (136.4 KB)

"Being posted when you didn't give permission to be posted is really uncomfortable, and yet it is a reminder that there could be a camera on you at any time.” (Maddie, North Carolina, USA) Facebook, Instagram, TikTok, YouTube, Snapchat, WhatsApp. We know these apps because we--and our daughters-- use these apps. Girls growing up today have no “before.” Social media has always been a part of their lives as they are the second generation to come of age with smartphones in hand. Knowing that it is nearly impossible to restrict access to social media apps, parents and schools are becoming intentional about proactively addressing the topic, using new apps, educational programming and emerging research to help girls negotiate this powerful and potentially treacherous force. In this episode, host Trudy Hall, former NCGS Board Chair and advocate for girls schools, will speak with Dr Catherine Steiner-Adair, a clinical psychologist, author and practitioner who has committed herself for over a decade to minimize the substantial social media risks for teenagers. Author of The Big Disconnect, Dr Steiner-Adair cares deeply about ensuring children have what she calls “the tools of our humanity”--empathy, ethics and social-emotional intelligence--even as she understands that their ability to master technology will play a crucial role in their success as adults. Her wisdom comes from her extensive research and her conversations with hundreds of girls. This podcast is created to launch what must be an ongoing conversation on a critical topic that is front and centre in the lives of girls: managing the energy girls devote to a growing number of social media apps purporting to offer value to their lives. Schools and parents are necessary partners in this work, as the boundaries between school and home are blurred in this terrain. You will find useful advice and wisdom as you help girls become responsible citizens online. National Coalition of Girls Schools Website · Dr. Catherine Steiner-Adair's website · Chatham Hall's website · National Coalition of Girls' Schools · Transcript.pdf — PDF (136.4 KB)

"Change is a community effort, and it is not wise to try and bear the weight of the issue on your own shoulders.” (Opeyemi, Texas, USA) With over one billion girls in the world poised to become the next generation of leaders, entrepreneurs and change-makers, ensuring that schools and supportive communities set them up for success in this regard is critical work for all of us. What skills do they need? How do we plant the “seeds” of confidence? What language should we use and what actions should we model in communities that care about developing young women who have a sense of purpose and a passion to make the world better for those who will follow them. In the second episode of Girls as Social Activists, we will explore how girls can be “nourished” in communities to develop both their voice and the confidence necessary to take on social injustice where they find it in the world. (The first episode featured a conversation with Melissa Kilby of Girl Up, in which we focused on why so many girls in this generation are becoming social activists.) Host Trudy Hall, former NCGS Board Chair and advocate for girls' schools will speak with Dr. Briony Scott, the Principal of Wenona School in Sydney, Australia, and Dr. Kate Hadwen, the Principal of Pymble Ladies College, also in Sydney, Australia, thought leaders on girls education. This podcast is created to put resources at the ready for those who are interested in and committed to creating environments in which girls thrive. You will find useful advice and wisdom to put to use immediately in conversations with and about girls and what they need. The resources you need to know about: NCGS: www.ncgs.org Dr. Kate Hadwen, Pymble Ladies College: www.pymblelc.nsw.edu.au Dr. Briony Scott, Wenona School: www.wenona.now.edu.au Alliance of Girls' Schools Australasia: www.agsa.org.au Alliance of Girls Schools Australia · Pymble Ladies College · Wenona School · Transcript.pdf — PDF (131.4 KB)