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Closing The Gap: Reshaping female participation in sport across UWCSEA

By Sarah Farheenshah Begum, UWCSEA Communications Team
Friday, 28 August 2026

Sport is often described in terms of performance. However, for many young women, staying involved depends less on results and more on belonging. Read on to find out how student voice, intentional design, and a focus on belonging are reshaping female participation in sport across UWCSEA.

For Luisa, a Grade 10 swimmer at East Campus, that sense of belonging comes from her teammates, who help make the demands of training and competition more manageable. What she describes—connection, support and shared motivation—plays a key role in influencing sport participation during adolescence.

And yet, globally, participation tells another story. According to research from the Always Confidence & Puberty Study, 64% of girls drop out of physical activity by the end of puberty often due to confidence, judgement, or a lack of safe space.

My favourite part would have to be my teammates and the support we give one another during training, races, and even outside of the pool. It makes it much easier to stay motivated through hard training blocks and makes sport far more enjoyable. Focusing on the process of a race rather than the desired result has helped me improve my performance under pressure and has made racing more enjoyable.
– Luisa, a Grade 10 swimmer, East Campus

These challenges are shaping how sport and physical activity programmes are designed at UWCSEA.

At East Campus, this has been supported over the past six years by a systemic approach to removing barriers such as peer pressure, fear of judgement, and physical discomfort. In the Fitness Centre, this is most visible through female-only training times, female student gym leaders, and a considered equipment design and layout which included strategically placing cardio machines at the entrance and free weights further back to create a more welcoming space.

By softening the entry into the space and reducing the visibility of traditionally male-dominated equipment, students are able to build confidence without the pressure often associated with performance or body image.

Beyond the physical environment, this is reinforced through staff development, programme design, and student feedback. Termly workshops help coaches understand factors affecting female athletes, including the influence of menstrual cycles on training and recovery. A broader emphasis on process over outcome shifts focus from performance to participation and long-term engagement. Annual kit reviews, informed by student voice, ensure uniforms are practical and support student confidence, with small but meaningful changes that contribute to a more inclusive experience.

This culture of belonging takes different but equally powerful forms across the College. While East Campus has focused heavily on systemic design and coaching frameworks, Dover Campus has cultivated an environment deeply rooted in student leadership, team culture, and the visibility of female athletes.

This momentum is driven by groups like the Student-Athlete Committee (SAC), which actively promotes female sport and works to strengthen participation. For Lilliana, a Grade 11 basketball and softball athlete at Dover Campus, balancing training with academic expectations is part of the experience. What helps her manage pressure is the environment around her, where teammates and coaches value effort and improvement just as much as performance, and where encouragement builds confidence.

It’s about showing up with confidence and not feeling limited by expectations or stereotypes. Understanding that my contribution is just as important as anyone else’s, and having the confidence to take on leadership roles or challenge myself. It also means supporting the girls in sport by creating an environment where we uplift each other, celebrate our achievements, and encourage participation no matter the skill level.

This reflects a broader shift across the College, where participation is not just increasing but being redefined. Across both campuses, the data highlights two key areas of focus: the gender gap and the puberty drop-off.

Tackling the Gender Gap

At East Campus, female participation in High School Dragons Representative Sport (261) now exceeds male participation (224), reflecting steady growth in engagement and retention. This has been supported through a “Process over Outcome” coaching approach, which prioritises effort, confidence, and development, creating environments where students feel safe to participate, not just perform.

“We focus on the process rather than the outcome—while performance is a by-product, our true measure of success is supporting students in building a lifelong passion for wellbeing.”

–Nick Dunn, Director of Community Operations and Activities, East Campus

Countering the Puberty Drop-off

At Dover Campus, overall participation remains consistently high across all grade levels. Beginning at 97% in Primary School, engagement continues through Middle School (92.8%) and High School (90.2%), representing 1,513 active participants out of a total student population of 1,627.

The data reflects strong engagement among girls and highlights the accessibility of our programme. It also shows that students increasingly value sport as part of their holistic education and overall wellbeing. Our focus now is on sustaining this culture, while ensuring younger students feel inspired to stay involved as they move through the school.

– Phil Miller, Director of Activities and Sports, Dover Campus

While these figures reflect a broader shift across the College, what matters most is how this is experienced day-to-day by students. For Luisa, it means defining success on her own terms: “As long as I am enjoying swimming and giving my best effort, that is enough for me.” For Lilliana, it is about ensuring that space continues to grow: “I feel like I can contribute towards creating a culture where younger students can see what is possible and feel inspired to participate, just like I did when I was younger.”

💡 Did you know? 

  • 64% of girls drop out of physical activity by the end of puberty, often due to confidence, judgment, or lack of safe space. 

  • Small design choices matter: from female-only gym times to equipment layout, spaces are intentionally structured to reduce barriers and build confidence.

  • 261 vs 224: At East Campus, female participation in High School Dragons Representative Sport now exceeds male participation.

  • A sense of belonging can play an important role in whether students continue with sport as they move through school.

  • 90% or higher is the rate of female participation across all grade levels at Dover Campus, reaching 97% in Primary School.

  • Student voice shapes the experience: from kit design to programme structure, feedback directly informs how sport evolves.