The reviewed studies on single-sex schools seem to partially agree on its effect on
academic achievements and self-esteem.
Single-sex schools affect the students' academic achievements. Single-sex schools
create environments that minimize distractions, such as popularity and appearance
(Scholz et al., 1984). For example, studies suggested that students in single-sex schools
spent more time on homework, unlike students in coeducational schools where
appearance and popularity was their main focus (Scholz et al., 1984). The mutual trust and
support among peers encourages the other academically (Strum et al., 1984). Moreover,
the positive impact that students leave on each other empowers them to approach their
studies with determination (Strum et al., 2019). Also, after students attended single-sex
schools they scored higher academically (Wilson, 2002). For instance, Investigations
showed that girls, aged 16, attending single-sex schools contributed to getting higher cofed
and academic achievements (Wilson, 2002). Additionally, single-sex schools help boys do
better academiaclly (Paulson & Betz, 2012). Furthermore, all-boys school offered a more
beneficial environment for boys, in which they can score higher academically (Wilson,
2002). Lastly, single-sex schools tend to create an environment, for both boys an girls, one
where they can score higher academically.
