A few weeks ago the Education and Employment Minister, Evarist Bartolo, announced the Government plans for the first co-education (co-ed) secondary school at St. Clare College, Pembroke. This proposal generated a national debate amongst educators and it seems that the overall response was encouraging despite the general consensus that the school and its educators must be supported for a change which is yet another important educational reform. Feedback gathered by the Union in the past weeks shows a certain level of uncertainty in view of the implications of this change and educators at the school are expecting ongoing consultation together with a gradual introduction of the reform to tackle effectively all difficulties that may be encountered. The Ministry carried out consultation meetings at Pembroke and its feeder schools following the announcement of the co-ed plans and established a working committee which includes representatives of the college, the school administration, teaching grades and the MUT. This committee aims to pave the way for the first co-ed intake at Pembroke in September 2013.

Co-education is not a new concept in our country. Some co-ed independent schools have been functioning for over two decades and the experience of these schools shall assist the implementation of this reform in State schools. Two State secondary schools which opened their doors in the past year are also engaged in co-ed set-ups. The new Sports’ School at St. Benedict College has already a co-ed intake whilst various co-ed activities are being held at the new Girls’ secondary at Handaq and the corresponding neighbouring Boys’ secondary which form part of St. Ignatius College. These experiences augur well to the extension of co-education in another secondary school.

However, there is an ongoing international (and recently a national) debate amongst stakeholders about the benefits of co-ed over single-sex schools. This article aims to present some arguments which are being put forward by promoters and opponents of the two systems.

Single-sex and Mixed-sex education

Single-sex education or single-gender education refers to the practice where female and male students attend separate classes or separate schools.  This practice was predominant in secondary schools and higher educational institutes in most countries before the 20th century but the number of single-sex schools has diminished drastically in the last years.

Mixed-sex education or mixed-gender education, also known as co-education is the practice where female and male students are integrated in the same educational environment which includes both the school and the classroom. The number of co-ed schools has increased rapidly in the past years following the increasing support of educators and stakeholders and the publication of extensive research on the system.

Single-sex vs co-education is a controversial topic. Many educators, parents, and researchers have been asking for years whether it is academically beneficial to teach girls and boys together or separately. Advocates of single-sex education argue that it aids student outcomes and it tackles behavior issues more effectively. They claim that gender differences in the ways girls and boys learn and behave merit educating them separately. The arguments are mainly based on the assertion that brains of girls and boys develop differently and by separating students in class, the educator is able to meet the needs according to the development of different genders. Arguments which are raised in favor of separating girls and boys are varied and include: reduced distraction to learning; reduced misbehavior; improved self-esteem; addressed unique learning styles of the gender; improved quality of work produced and hence the achievement; reduced bullying and sexual harassment. Advocates of single-sex education back their assertions by a number of studies which were carried out in single sex and in mixed-school settings. Some researchers effectively continue to support the argument that single-sex schooling can be helpful for aspects related to academic achievement.

On the other hand, opponents of single-sex education argue that evidence for such effects is being misinterpreted, inflated or non-existent.  They argue that single-sex schools can lead to increased prejudice and affect students’ social skills whereas co-ed schools break down sexist attitudes through interaction. They argue that the motivation of the teacher and the availability of resources produce positive results with students other than single-sex environments. Opponents of single-sex education also argue that co-ed schools create a feeling of safety and a sense of mutual respect and back their arguments on educational research.

Advocates of co-ed argue that both girls and boys in single-sex education have social issues that may impact adolescent development.  They believe that students are not prepared for the real world situations in a single-sex school, where they would need to communicate with members of the opposite sex. They counteract the argument of increased distraction by the opposite sex by stating that there are several factors that distract students which are not caused by the educational setting but by individual developmental aspects which take precedence over education during adolescence.

Single-sex or co-ed?

There is apparently no straight forward evidence that single-sex schools may be detrimental or that co-ed schooling is more beneficial for students.  There is not enough international research that attributes academic success to single-sex schooling rather than to external factors. On the other hand there is increasing evidence that segregation increases gender stereotyping, affects the overall relations and distorts the perceptions of the other sex.  Single-sex and co-ed settings are not the factors that determine academic achievement which is instead due to a supportive environment, in which every girl or boy feels engaged and motivated to succeed. However there is overall agreement that a supportive environment needs continuous investment in resources which includes the necessary support to educators.

The co-ed drive

Local educational developments vis-à-vis the introduction of co-ed secondary schools are indeed an opportunity for policy makers and educators to discuss the best ways to shift from single-sex to co-ed schools. Educators have a key role in the success or otherwise of this reform and they must be engaged so that their ideas, concerns and aspirations are addressed. A co-ed reform is not a cosmetic change. It is a change in mentality which requires a process of assimilation and adaptation of all stakeholders. Resistance to change is inevitable but the factors causing the resistance must not be overlooked. Perhaps the least resistance will be affected by the children themselves who are already in a co-ed setup in primary schools and will surely find no difficulty to continue to learn together. Co-education could be the key to reduce the real or perceived gap between teen girls and boys and it shall promote inclusion in the widest sense.