The 2025 GARC cohort focused their research on cultivating student agency. Their projects explored a range of strategies—including co-designed curricula, peer mentoring, structured discussions, and AI tools—to strengthen girls’ confidence, motivation, and ability to take initiative. Together, these reports call for a shift away from traditional, teacher-led models toward more student-centered, collaborative, and reflective approaches.
A common thread across the projects is the recognition that many girls face challenges related to self-confidence and perfectionism. The research highlights the importance of creating intentional learning environments that help girls develop agency and self-efficacy. We’ve provided a summary of several key findings in this brief document.
We invite you to explore the individual reports below. The strategies shared are adaptable across subjects and age groups and offer practical ideas for empowering students in your own classroom.
| Name |
School |
Location |
Report Title |
| Melissa Apthorpe |
Seymour College |
Australia |
From Self-Doubt to Self-Driven: The Impact of Learning Toolkits on Student Agency in Year 5 Math Students |
| Katie Ayers |
Miss Porter’s School |
United States |
Using Diverse Discussion Protocols With Year 10 Girls to Strengthen Academic Agency in the Humanities Classroom |
| Kelli Crawford |
All Hallows’ School |
Australia |
From AI to Agency: How Chatbots Can Empower Year 10 Girls to Take Charge of Their Learning |
| Samantha Duffy |
Sheffield Girls’ School, GDST |
United Kingdom |
Finding their Voices: How student-led discussion develops agency in Year 10 girls’ engagement with literary texts |
| Toby Duncan |
MLC School |
Australia |
Designing Discussion-based Activities to Build Conceptual Agency in a Girls’ Pre-university Mathematics Class |
| Hayley Dustin |
Woodford House |
New Zealand |
Female Mentors Growing Mathematical Mindsets in Year 7 and 8 Girls |
| Kate Faber |
St. Clement’s School |
Canada |
Room for Growth: Using AI Chat Tools to Develop Grade 11 and 12 Business Students’ Self-Efficacy |
| Christine Facer |
Trinity Hall |
United States |
Empowering Student Agency and Engagement: The Impact of Choice in an All-Girls Spanish III Classroom |
| Tara Fennell |
Putney High School, GDST |
United Kingdom |
Think, Reflect, Succeed: Using Reflective Thinking Routines to Develop Agency in Year 8 Girls in the French Classroom |
| Duncan Flaherty |
Nashoba Brooks School |
United States |
Developing Self-Efficacy Through Collaboration: Building Math Confidence in Grade 6 Girls Through Academic Discussion Skills |
| Teifi Gale |
Kensington Preparatory School, GDST |
United Kingdom |
“Without Teacher Interference”: Developing Agency Through Student-Led Philosophy Discussions with 9- and 10-Year-Old Girls |
| Laurie Garland |
Wycombe High School |
United Kingdom |
Developing Agency and Leadership in Year 12 Peer Mentor Girls Through the Co-Designing and Implementation of a Social Media Workshop |
| Katie Hannah |
Belvedere Academy, GDST |
United Kingdom |
Building Boldness: How Life Skills Education Designed by Girls for Girls Strengthens Agency |
| Elyse Heslop |
Westlake Girls High School |
New Zealand |
Fostering Artistic Independence: Exploring the Impact of Creative Pedagogies on Student Agency |
| Young Kim |
The Hewitt School |
United States |
Self-Determination Theory Toolkit: Motivational Strategies to Bolster Grade 11 and 12 Girls’ Agency in Maker Education |
| Anna McLaren |
Saint Kentigern Girls’ School |
New Zealand |
Raising Voices, Building Leaders: The Impact of Leadership Education on Agency in Year 7 Girls Māte Huruhuru ka Rere te Manu – Adorn the Bird With Feathers so it May Fly |
| Keamogetswe Mekgwe |
St Stithians Girls’ College |
South Africa |
Improving Agency: Using a Mediated Learning Experience During Year 8 Girls’ Academic Enrichment Classes |
| Ky-Lee Murphy |
Kambala |
Australia |
Girls as Authors of their Learning: Using Vertical Whiteboards to Empower Year 3 Girls to be Confident, Courageous, and Curious Mathematicians |
| Bridget Riley |
Stone Ridge School of the Sacred Heart |
United States |
“When You Are Young, They Assume You Know Nothing”: Action Civics as a Pathway to Student Voice and Agency |
| Shelley Salzke |
Canberra Girls Grammar School |
Australia |
Seeing the Possible: How Collaborative Opportunities with a Person with a Disability Inspire Agency and Inclusion. A Journey of Year 3 Girls |
| Tarra Stevenson |
Westridge School |
United States |
The Writing Center as a Locus for Agency: Success Through Centering the Center for Grade 10-12 Girls |
| Christopher Stump |
Northwood College for Girls, GDST |
United Kingdom |
“Pop Off Queens” or Passive Participants? Employing Feminist Methodology to Explore the Impact of Team-Based Learning on the Development of Agency in Year 12 Girls |
| Holly Webb |
Wimbledon High School, GDST |
United Kingdom |
History Belongs to Us: Year 9 Girls Use Historical Significance to Craft Their Curriculum |
| Nicky Young |
South Hampstead High School, GDST |
United Kingdom |
Becoming Your Best Self: Promoting Agency in New Year 3 Girls Through a Mentoring Programme |
