Many girls begin the school year feeling excited but unsure of themselves, according to new research.
A national survey by the Girls’ Day School Trust (GDST) found that 67 per cent of girls in lower secondary school felt confident taking risks, but this figure drops to just 48 per cent by sixth form.
The research is based on a survey of 5,000 girls across the UK.
Education experts say the findings highlight how confidence does not simply grow with age and can fluctuate during adolescence, especially as academic pressures and social expectations increase.
Julie Taylor, executive principal of The Belvedere Academy GDST in Liverpool, said: "The start of a new school year is an important transition, and it is completely normal for girls to experience a mixture of excitement and uncertainty.
"What our research shows is that confidence is not necessarily a straight line; it can fluctuate considerably as girls move through their school years."
The findings come as pupils across London return to classrooms for the new academic year.
Confidence, educators warn, shapes not only academic performance but also how girls approach opportunities both in and out of school.
Ms Taylor said: "A successful transition into a new school year is not simply about being prepared with the right uniform, books, or timetable.
"It is also about feeling that you belong, knowing where to turn for support, and having the confidence to take those first steps into a new year."
In cities like London, where academic competition and private tutoring are common, the issue may feel especially relevant.
Separate research from the Sutton Trust found that 45 per cent of pupils in London had received private tutoring, compared with 27 per cent in the rest of England and 24 per cent in Wales.
Nationally, 29 per cent of secondary school students in England and Wales have received private tutoring at some point, up from 18 per cent two decades ago.
Year 11 students are the most likely to have had tutoring, highlighting the pressure around GCSEs.
Ms Taylor said: "Confidence and resilience are developed over time.
"By giving girls opportunities to speak up, try new things, make decisions, and learn from setbacks, schools and families can help them build the foundations they need not just for the year ahead, but for whatever comes next."
She advises parents to focus less on removing obstacles and more on helping girls build confidence through real-life experiences, especially during key transitions like the start of term, GCSE preparation, and choosing post-16 pathways.
Her recommendations for parents include creating opportunities for daughters to make age-appropriate decisions independently, encouraging progress over perfection, listening to worries without immediately trying to solve every problem, helping set small, achievable goals, and reminding them that setbacks are a normal part of learning.
Ms Taylor said: "Rather than asking, 'Are you settled yet?', parents can keep conversations open and check in regularly about what is going well and what remains difficult.
"There is no deadline for feeling settled.
"Some girls will walk through the school gates on the first day feeling completely at ease, while others will need a little longer to adjust."
She emphasised that the aim is not to remove every challenge from a girl’s path, but to help her develop the confidence, relationships, and sense of belonging needed to face those challenges.
The GDST report suggests that small experiences of independence, challenge, and success can all contribute to building confidence over time.
As the new school year begins, educators are calling on parents and teachers alike to focus on helping girls recognise their strengths and gradually develop self-belief—one step at a time.
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