ICGS & Challenge Success Offer Free Opportunity for ICGS Member Schools to Join Research Collaboration

The International Coalition of Girls’ Schools (ICGS) is pleased to partner with Challenge Success to research the well-being, engagement, and belonging of students in ICGS member schools. As an ICGS member, your school is invited to opt-in to this exciting research project for the coming school year at no cost. Through this partnership, we will collect and analyze actionable data around the well-being, engagement, and belonging of students in ICGS schools. Participating schools also will have the opportunity to leverage these data to communicate the unique and powerful benefits of girls’ schools in general, as well as the differentiating factors that exist within their own school communities.

If your school is interested in a personalized dashboard and debrief of your school’s data, those services are available for a fee. If you have any questions about participating in the project, please feel free to reach out to us or schedule a meeting with a member of our team here.


Academy of Our Lady of Peace – San Diego, CA

Balmoral Hall School – Manitoba, Canada

Beaumont School – Cleveland Heights, OH

Brescia House School – Gauteng, South Africa

Brighton Girls – East Sussex, UK

Brigidine College (St. Ives) – New South Wales, Australia

Chelmsford County High School – Essex, UK

Colegio Marymount de Bogotá – Bogota

Columbus School for Girls – Columbus, OH

Firbank Grammar School – Victoria, Australia

Frensham School – New South Wales, Australia

The Hertfordshire & Essex High School – Hertfordshire, UK

Kambala School – New South Wales, Australia

Lincoln School – Providence, RI

The Linden School – Ontario, Canada

Loreto College Coorparoo – Brisbane, Australia

Loreto College Marryatville – Adelaide, Australia

Loreto Toorak – Victoria, Australia

Magnificat High School – Rocky River, OH

Mentone Girls’ Grammar – Victoria, Australia

Mentone Girls Secondary College – Victoria, Australia

Mercy High School – Farmington Hills, MI

Methodist Ladies’ College – Perth, Australia

Miriam College – Manila, Philippines

Mother McAuley Liberal Arts High School – Chicago, IL

Nashoba Brooks School – Concord, MA

The Nightingale-Bamford School – New York, NY

Nonsuch High School for Girls – London, UK

Our Lady of Mercy College – Victoria, Australia

Pymble Ladies’ College – New South Wales, Australia

Ramona Convent Secondary School – Alhambra, CA

Roland Park Country School – Baltimore, MD

Roseville College – Australia

Ruyton Girls’ School – Melbourne, Australia

Sacre Couer – Victoria, Australia

Saint Pedro Poveda College – Manila, Philippines

Salem Academy – Winston Salem, NC

Seymour College – South Australia

St. Aidan’s Anglican Girls’ School – Brisbane, Australia

St. Catherine’s School – Melbourne, Australia

St. Hilda’s School – Queensland, Australia

St. Patrick’s College Townsville – Queensland, Australia

St. Peter’s Girls’ School – Adelaide, Australia

St. Stithians Girls’ College – Gauteng, South Africa

Stuart Country Day School of the Sacred Heart – Princeton, NJ

Wimbledon High School – London, UK

Woodford House – Hawke”s Bay, New Zealand

Wycombe High School – Buckinghamshire, UK

Space is Limited! Confirm Your Participation By Filling Out the Form Below


The Challenge Success Student Survey

The Student Survey (also known as the Challenge Success-Stanford Survey of School Experiences) is a 30-40-minute online survey for middle and high school students that helps schools gather data and insights that lead to actionable changes designed to improve student well-being, belonging, and engagement with learning. Over 250,000 students have taken this survey since it was developed by researchers at the Stanford Graduate School of Education in 2007.

Topics covered in survey

  • Physical health and well-being
  • Academic engagement
  • Support and belonging at school
  • Homework and extracurriculars
  • Grades and assessment
  • Parent expectations

[In working with Challenge Success] we were able to put student well-being and student voice at the center of our work. As we articulated and enacted this change, we have become a school that is centered on the students and by the students. A school where the girls are respected and in turn know their voice is valued. And as student well-being has been promoted, we have also seen an uptick in engagement.

– Duchesne Academy of The Sacred Heart

Frequently Asked Questions

Still have questions? Reach out to our team directly for more information:

About the Survey

Administering the Survey

Survey Results