In a society where male influence often predominates, The Baldwin School is a space where girls can thrive as the majority before transitioning into settings where they might be outnumbered.

This summer, the International Coalition for Girls’ Schools (ICGS) visited Baldwin as part of their tour of all-girls schools in the area. According to Girls Learning Trust, ICGS connects girls’ schools and shares research on the issues of importance to girls’ education. 

“[Girls] possess confidence in their ideas and understandings, allowing them to contribute meaningfully to discussions and enhance the learning environment,” Megan Murphy, the Global Executive Director of ICGS, said. She explained that these environments allow girls to learn without the constraints of stereotypical gender roles. 

One of the ways Baldwin provides this safe space is through Harkness tables, which encourage conversations between students. Murphy emphasized that such learning environments allow girls to develop a strong sense of identity, ultimately becoming advocates for themselves and others in college. 

Yet, when young women move from an all-girls high school to college, they often face culture shock. According to an article in Her Campus, a media platform for college women, this transition often demands a considerable adjustment period as students transition to larger class sizes and a co-ed environment. 

Alicia Roebuck ‘05, a recipient of the 2025 Distinguished Alumnae Award, reflected on her time at Florida A&M University. 

“The struggle was not academic; it was more so finding out who I am apart from academics,” Roebuck said. 

Roebuck attended Baldwin from pre-K to 12th grade. She said that Baldwin’s enduring traditions, such as the annual “BEAR” (Be Excited About Reading) Day held in the lower school, set her school experience apart from her classmates in university who attended large co-ed schools.

While a tight-knit, all-girls community may be perceived as limiting by some, it plays a crucial role in shaping the bonds between students at Baldwin. 

Emily Braca ‘27 transferred to Baldwin in eighth grade from a small co-ed school. “There are a lot more opportunities to speak up in class and without guys around there’s more space to focus on school,” Braca said. 

Having spaces such as large Harkness tables in the history and English classrooms allows students like Emily to feel comfortable participating in class.