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Many new schools, especially those founded in the mid- to late-20th century, have been coed since their inception. Likewise, many older schools that started as boys’ schools began admitting girls. For example, St. John’s–Ravenscourt School began admitting girls in 1971, Ashbury College in 1982, and Appleby College in 1991.

Most importantly, schools adapted their programs to meet specific the needs of students. Single-gender schools aim to meet the needs not just of boys and girls, but of specific kinds of boys and girls. Today, the choice to attend one of these schools is less about gender, and more about about meeting the needs of specific types of students. 

Coed schools

Schools that have both boys and girls are the norm in public schools. Most  private schools are coed as well. Having both boys and girls creates a unique academic and social environment. It also reflects the world students encounter as adults.

Girls' schools

Available in much of Canada and at all ages, all-girls schools are still popular with parents who want their daughters to develop a strong sense of self and grow into mature women.

One of the oldest independent girls’ schools in Canada is Bishop Strachan School in Toronto. It was founded in 1867. The school has always been led by women who were strong and enthusiastic educators.

Anne Thomson was principal of the school in the 1870s. At the end of one year year, she addressed the students, saying:

“Remember girls, you are not going home to be selfish butterflies of fashion. The Bishop Strachan School has been endeavoring to fit you to become useful and courageous women. I believe you will yet see our universities open to women. Work out your freedom, girls! Knowledge is now no more a fountain sealed; drink deep!”

Through this kind of leadership girls’ schools established themselves. They were quietly—and at times not so quietly—empowering girls to do more and demand more from society.

While society has changed, for many girls, a single-gender school can still be very beneficial. Studies by the National Association for Choice in Education (NACE), and other studies, have shown that girls in single-sex environments are more likely to pursue interests in science and technology and take part in a wider range of extracurricular activities.

Boys' schools

Especially in the lower grades, boys’ schools have lots of physical pursuits. Boys are given more chances to be active than in a coed school. They also tend to do lots of learning by doing—touching and engaging rather than sitting and listening.

As Tom Stevens, director of admissions at Royal St. George’s College, a Toronto-based all-boys school, says: “In most schools, if you can sit quietly, hands folded, focused, you’ll do well. That doesn’t work for most boys.”

As boys get older, they are given more time to explore their unique interests—for example, in the arts. They aren't pigeon-holed or pushed to pursue traditional male activities, such as sports.

Boys’ schools aim to impart a passion for learning and the pursuit of academic excellence. The curriculum is often tailored to meet boys' academic and physical needs. There is also a focus on meeting developmental milestones.

Benefits of single-sex vs. coed schools