Why are computing teachers failing girls? Practical steps to close the gender gap in computing

How to tackle the gender gap in computer science classrooms

The gender gap in computing in the UK remains a stubborn challenge, despite years of campaigns, outreach and colourful posters celebrating women in tech.

According to the Royal Society, just 20% of GCSE Computer Science entries are from girls, and only 15% of A-level Computer Science students are female. These numbers have barely shifted in recent years and the gap widens further at university and in the workforce.

This is more than a pipeline problem, it’s a classroom culture issue. While posters and awareness days may spark brief interest, they rarely break down the deep-rooted barriers that prevent girls from seeing computing as a subject where they belong and can excel.

Studies highlight issues such as unconscious bias in teaching, a lack of visible and relatable female role models and a curriculum that doesn’t always connect with girls’ interests or real-world applications.

As a passionate advocate for making computing accessible and inspiring for every student, I believe it’s time to move beyond surface-level gestures. In this post, you’ll find practical, evidence-based strategies to close the gender gap in computing. These approaches are backed by research and are ready for you to use in your classroom today.

Understanding the barriers for girls in computer science

Before we can help more girls feel confident in computing, it is worth taking a closer look at the myths and stereotypes that still hang around. These ideas shape the way students see the subject and themselves, often without anyone realising.

Most teachers will recognise at least a few of these from their own classrooms or conversations.

“Boys are just naturally better at computing.”
This myth lingers in classrooms and staffrooms. It is not true, but it crops up in conversations, lesson choices and even the way students talk about themselves.

“Girls are not interested in tech or coding.”
Many people still believe girls would rather do creative subjects and that computing just is not for them. In reality, girls enjoy problem-solving as much as anyone when given the chance.

“There are not any female role models in computing.”
The idea that computing is a boys’ club gets reinforced when students rarely see women in textbooks, lesson examples or guest talks.

These myths do not just sit in the background. They quietly influence the way we teach and interact every day.

Even with the best intentions, it is easy for unconscious bias to creep in and shape students’ experiences without us noticing.

“Unconscious bias in curriculum resources, in teaching and in school policies may contribute to the male dominance of computing.” (After the reboot: computing education in UK schools - November 2017)

• Stereotypical media images: Media images typically promote the stereotype of a STEM professional as a white, middle-aged, geeky, socially awkward man, and exposure to these images negatively affects girls’ interest in STEM.

• Lack of female representation in film: Studies show male STEM professionals outnumber female STEM professionals in films by roughly 7.6 to 1. When female characters do appear, there is a greater focus on their physical appearance, and they often have fewer speaking roles.

• Internalised lack of confidence: Stereotypes, such as the idea that girls are not as good at maths as boys, lead significantly more girls than boys to describe themselves as not being good enough at computing or mathematics to choose computing qualifications, even though girls achieve higher grades.

• Flawed messaging campaigns: Outreach intended to encourage girls sometimes reinforces bias, such as the European Commission’s video which aimed to recruit female scientists but ended up promoting stereotypes by showing women in short skirts and stilettos in the lab focusing on the science of make-up.

• Gendered school environments: Girls’ participation rates in computing courses are much higher in all-girls schools (12.3% GCSE uptake) compared to mixed schools (3.4% uptake), showing that the dynamics of mixed-gender settings present implicit barriers to female students. (After the reboot: computing education in UK schools - November 2017)

These subtle signals shape how students see themselves and what they believe they can achieve.

However, whilst girls who have chosen to study computing qualifications are less likely to say that they are good at the subject compared with boys, girls consistently achieve higher grades than their male peers. Across all schools in England in the school year 2022/23, 56% of girls achieved a grade 9-5 in GCSE computer science compared to 47% of boys. At A level, 70% of girls achieved a grade A*-C compared to 64.9% of boys.

Confidence in computing starts early. If girls have positive experiences, like being encouraged to try coding, seeing their ideas valued or working in a supportive group, they are more likely to stick with the subject.

When the culture feels welcoming, girls are more likely to take risks, ask questions and see themselves as computing people.

Practical classroom strategies to empower girls

Closing the gender gap in computing starts with what happens in your classroom. You do not need to overhaul everything. Small, practical tweaks can make a big difference to how girls see themselves and their place in computing. Here are strategies you can use straight away.

Inclusive language & representation

Inclusive language and representation mean choosing words, examples and role models that reflect everyone in the classroom. This helps all students feel that computing is a subject where they belong.

Small shifts in language and visibility help all students see computing as open to them. It also normalises seeing women in tech, which chips away at the boys’ club myth.

What to do:

• Review your lesson slides and worksheets for gendered language. Swap “he” or “guys” for “they,” “students” or “everyone.”

• When using names in examples or sample code, mix in female and non-Western names (such as Aisha, Priya, Sophie or Fatima).

• Highlight at least one diverse female computing role model each half-term. This could be a quick “Did you know?” slide at the start of a lesson, a short video clip or a mini case study. For example, use your free Icons of Innovation poster pack as a lesson starter, pick a woman from the pack and share a two-minute story about her impact.

Growth mindset messaging

It takes the pressure off getting it right first time and encourages everyone, especially girls, to keep going when things get tough.

What to do:

• Make a habit of saying things like, “Everyone can learn to code with practice,” or “Mistakes are how we figure things out.”

• Share stories of famous programmers who struggled or failed before succeeding (for example, Margaret Hamilton’s code for the Apollo missions had bugs, she fixed them and changed the world).

• When students get stuck, respond with, “That’s a tricky bit, let’s figure it out together,” instead of jumping in with the answer.

Collaborative projects

Rotating roles and sharing the spotlight helps girls build confidence and skills beyond helping or note-taking.

What to do:

• Assign group roles that rotate (such as researcher, tester, presenter or project manager) so everyone gets a chance to lead, not just support.

• When forming groups, avoid letting students pick their own every time. Mix things up so girls are not always outnumbered or sidelined.

• Set up projects where the end result is shared with the class or another group, and make sure every member presents or explains part of the work. You could use my ready to use Game Design Group Project unit, which closely aligns with the Royal Society recommendations.

Real-world relevance

When students see how computing connects to their lives, they are more likely to engage, especially those who might not see themselves as typical techies.

What to do:

• Link projects to real issues or interests, such as building an app to track recycling, creating a quiz about climate change or designing a digital poster for a cause students care about.

• Ask students to suggest topics or problems they would like to solve with coding, then shape a lesson or project around one of their ideas.

• Use examples that go beyond gaming or sports. Try fashion tech, music, health or social media.

Beyond the classroom: building a supportive ecosystem

Building girls’ confidence in computing does not stop at the classroom door. A supportive ecosystem, inside and outside school, can make all the difference. Here are some practical ways to extend encouragement and opportunity beyond lessons.

Connecting with female role models

Bringing real stories into the classroom helps students see what is possible. Invite women working in tech to join a lesson virtually, share a short video interview or arrange an industry visit if possible. Even a quick Q&A over video call can open students’ eyes to different career paths and break down old stereotypes. You can record these and use them again in future lessons.

Clubs & extra-curriculars

Coding clubs, competitions or special projects give students space to try new things, build skills and make friends. You do not need to start from scratch. Promote existing clubs, run a short lunchtime challenge or set up a one-off event like a coding for good day. Focus on making it welcoming and fun, not just another lesson.

Parental and community engagement

Parents and the wider community play a big part in shaping attitudes. Share positive stories about girls in computing through newsletters, school social media or open evenings. Encourage parents to get involved, ask questions and support their children’s interest. Even a short chat at parents’ evening can help challenge stereotypes and build support at home.

Quick activities to boost girls’ confidence in computing

Sometimes the simplest activities are the most effective. These ideas are quick to set up and easy to run. They help build confidence, encourage teamwork and show girls that computing is for them too. Try one this week and see the difference it makes.

1. Pair programming

Pair programming is a simple way to boost confidence and collaboration. For a lesson, pair up students and assign a driver (who writes the code) and a navigator (who guides and checks the work). Rotate pairs regularly and make sure everyone has a turn in both roles. Encourage pairs to talk through their thinking out loud and support each other when they get stuck. To make it even more effective, set a ground rule that every pair must come up with one question to ask the class at the end. This helps quieter students, including girls, practise sharing ideas and builds a sense of teamwork.

2. Tech for good brainstorm

Dedicate ten minutes to a “tech for good” brainstorm. Ask students to list ways technology can solve real-world problems, think clean water, accessibility or mental health. Write all ideas on the board, then vote for one to explore further in a future lesson. This shows girls that computing is about making a positive difference and values their interests.

3. Student-led mini tutorials

Invite students to prepare and deliver a short tutorial (just two or three minutes) on a coding trick, shortcut or favourite website. Encourage girls to volunteer and support them in preparing if needed. This gives them a chance to shine, builds leadership skills and helps everyone see that expertise is not limited to one group.

Measuring impact and sustaining change

Trying new strategies to support girls in computing is a great start, but it is just as important to check what is actually working. Measuring the impact of your efforts helps you see real progress, spot what needs tweaking and keep your momentum going. When you track small wins and listen to feedback, you build a classroom culture that keeps getting better for every student.

Here are three simple, low-effort ways you can measure the impact of your initiatives without adding to your workload:

Track participation rates

Make a quick note of how many girls volunteer answers, lead group work or take part in extra-curricular activities each term. You do not need a spreadsheet. Just jot it down in your planner or lesson notes and look for changes over time.

Collect student feedback

Ask students for their thoughts with a quick exit ticket or anonymous sticky note at the end of a lesson or project. Questions like, “What did you enjoy most today?” or “What would you change next time?” give you honest insights in under five minutes.

Observe classroom atmosphere

Take a moment after each lesson to reflect. Did more girls contribute ideas today? Did the classroom feel more inclusive? A short note in your planner or a mental check-in is enough to spot patterns and celebrate small wins.

Conclusion: every step counts towards gender equity in computing

Every small change you make can help more girls see themselves as confident, capable computing students. You do not need to overhaul your whole curriculum. Just a tweak here and there adds up over time. Your efforts matter and you are already making a difference.

If you have found a strategy that works or have a story to share, I would love to hear from you. Let us build a community of teachers supporting each other and inspiring the next generation together.

Share your experience in the comments or subscribe for more practical strategies. Together, we can make computing a place where everyone belongs.

Frequently asked questions

1. Why is there a gender gap in computing and computer science?

The gender gap in computing comes down to a mix of stereotypes, unconscious bias in the classroom, a shortage of visible female role models and a curriculum that often misses the mark for girls. These barriers can leave girls feeling like they do not belong in computing, even though they achieve great results when given the chance.

2. What practical steps can teachers take to encourage more girls in computer science?

Teachers can make a real difference by using inclusive language, showcasing a variety of role models and designing projects that connect to real life. Mixing up group roles, choosing examples that appeal to different interests and celebrating women’s achievements in tech all help make computing a more welcoming subject for girls.

3. How does unconscious bias affect girls in computing classrooms?

Unconscious bias can shape how teachers interact with students, pick examples and set expectations. Even with the best intentions, it is easy to reinforce stereotypes or miss out on recognising girls’ contributions. This can chip away at girls’ confidence and sense of belonging in computer science.

4. What are some effective classroom activities to boost girls’ confidence in coding?

Try pair programming, student-led mini tutorials, “tech for good” brainstorms and use group projects that encourage collaboration. These activities give girls the chance to build skills, share ideas and see themselves as capable computing students.

5. How can schools measure progress in closing the gender gap in computing?

Keep track of participation, gather feedback from students and watch how classroom dynamics change over time. Simple checks, like counting how many girls volunteer or step into leadership roles, can show what is working and help keep positive changes on track.

Sources:

Royal Society, After the reboot: computing education in UK schools (2017)
UK Department for Education, GCSE and A Level Results (2022/23)