ABSTRACT
This chapter considers the presentation of the research results which compare co-educational and single-sex secondary schools in their influence on the social and emotional development of pupils and which examine various attitudes of pupils to these schools. Necessarily teachers play their part and are reflected in the results, but the focus is on the pupils and ex-pupils. During the twenty-four years since the first of these researches was commenced there has been in the world a gradually increasing momentum in the trend towards co-education in secondary schools. The State schools of the United States have from the first been for boys and girls together, and, much nearer home, the Scottish schools are traditionally co-educational. In Wales under the Intermediate Act of 1889 many schools had to be built for the two sexes together because of the sparseness of the population, and the same policy was applied in the rural parts of England after the Balfour Act of 1902.
