If you were unable to join us for the “Encouraging Girls into Computing” online community meeting, don't worry! You can catch up on all the content and a recording of the session below.

Encouraging Girls into Computing: What Really Makes a Difference?

Key Takeaways

• Building self-efficacy is more impactful than focusing on confidence alone when encouraging girls into Computing.

• Role models from within the school community have a greater influence than external speakers.

• Trips and enrichment activities work best when they’re carefully planned with clear learning goals.

• Embedding Computing within real-world and creative contexts supports greater engagement.

• Developing leadership opportunities for girls from Year 7 onwards can have long-term impact.

What We Discussed

Led by experienced teacher and Computing education advocate Peter Marshman, this session explored practical, research-informed strategies to increase girls’ participation in Computing. Drawing on 20 years of classroom practice and insights from European projects, Pete shared what has worked – and what hasn’t – in his schools.

At the heart of Pete’s message was the concept of self-efficacy – a pupil’s belief that they can make an impact through computing. This is distinct from self-confidence and arguably more powerful when it comes to shaping subject choices.

Pete illustrated this through the stories of three former students: Grace, Keira and Harriet. These students not only engaged in Computing during school, but continue to shape the field in industry. Their journeys highlight how exposure, agency, and leadership opportunities in school can lay a foundation for future success.

A key theme was the power of inside-out and outside-in approaches. Inside-out involves creating a school culture where Computing is visible and valued – for instance, celebrating IDEA awards in assemblies, involving student digital leaders in planning and delivery, and inviting parents on trips. Outside-in brings the wider world into the classroom, from engaging trips to places like Microsoft or Google, to alumni returning to give assemblies.

But Pete also cautioned against tokenistic efforts. Some events – while well-intentioned – can backfire if they’re too static, abstract, or fail to show relevance to students’ lives. Real-world, practical, and often collaborative activities were found to be much more meaningful.

The discussion closed with contributions from the CAS community. Topics included how to approach subject options conversations with girls (starting from their career goals), and reflections on when gender-specific classes have – and haven’t – worked.

Next Steps for Teachers

If you're reflecting on how to better support girls in your Computing classes, consider the following questions:

• How does your department shape a student's first impression of Computing?

• Are girls in your school seeing relatable role models regularly – not just guest speakers?

• How do your enrichment activities help pupils see the wider world of tech?

• Are you offering meaningful leadership roles to younger pupils?

• Does your curriculum show the relevance of computing in creative, societal, or global contexts?

Classroom ideas to try:

• Steganography and art: Let Year 7 pupils hide binary-encoded names in pixel drawings, exploring both ASCII and creativity.

• Cross-year mentoring: Involve Year 9 or 10 students in Year 7 lessons as informal mentors or helpers.

• Post-GCSE digital leaders: Challenge Year 11s or sixth formers to lead primary outreach workshops.

• Career connections: Tailor your options evening discussions around pupils’ career interests and show how Computing supports those ambitions.

Further Resources

Raspberry Pi Foundation – Gender Balance in Computing