Divided desks, divided school climate conditions? Investigating the implications of single-sex schooling

Results from the Trends in International Mathematics and Science Study (TIMSS) 2019 highlight substantial international differences in gender gaps in mathematics achievement. In countries like Iran, Jordan, Kuwait, Oman, and Saudi Arabia, where single-sex schooling prevails, girls often outperform boys. Since most students attend separate single-sex schools in these countries, it is plausible that their learning environments differ significantly from coeducational systems. This study focuses on these predominantly single-sex education systems to explore: (a) the selection mechanisms determining attendance at boys’, girls’, and mixed schools, and (b) differences in school climate among these school types. Using eighth-grade TIMSS 2019 data, we applied school-level simple linear regression models for continuous variables and Fisher’s exact test for categorical variables to evaluate differences in sociodemographic and school climate factors. Findings indicate that boys’ and girls’ schools are relatively balanced in terms of sociodemographic characteristics, whereas mixed schools often cater to specific minority groups. Significant differences in school climate were observed across school types, particularly higher levels of student-reported bullying in boys’ schools compared to girls’ schools. The results demonstrate the potential for differential learning conditions in single-sex systems. Policymakers and stakeholders should address these disparities to ensure equitable, high-quality education for all students.