The role of the head girl today
Today’s young school ambassadors are a far cry from St Trinian’s, as Anna Tyzack found out
When I was at school, no one would have wanted to be described as “head-girlish”. This implied you were some kind of goody-goody or suck-up – the type of girl who would “do the right thing” and confide in the teachers.
Now though, it seems the tables have turned. At my alma mater, Sherborne Girls in Dorset, pupils compete to be crowned head girl in a two-tier application process, rather like applying for a graduate job. First, they have to be voted in as a prefect, a process that involves a number of interviews, as well as filming a 30-second video outlining their motives. Only once they are elected can they apply to be a head girl the following term. This year, 40 per cent of sixth formers applied.
For Hattie Lees, 17, one of the two current head girls, it was the opportunity to make change within the school that appealed. “I’m surprised by how much our opinions are heard and respected by the staff and how much of a difference we can make,” she says.
Grace Storrie, also 17, her fellow head girl, says she was inspired by previous head girls. “I really looked up to them and thought it was an amazing position to hold,” she says.
Initially, she was daunted by the prospect of speaking in public, but can now calmly stand up in front of 400 girls.
“I’ve also learnt to push for what I think is important. I’ve learnt that there’s no point sitting around.”
Grace and Hattie are a far cry from the goody-goody head girls you see in St Trinian’s, or the queen-bees in TV series such as Gossip
Girl; the staff and pupils simply don’t vote in that kind of person, explains Fiona Clapp, the deputy head.
Neither are the head girls bestowed with any particular privileges, apart from being given a nice bedroom. “These days, it is about the opportunity and the kudos,” says Clapp. “Our head girls are first among equals. When we interview them, we take everything into account and then rely on them massively.” This, she says, is the major difference between modern head girls and those you meet in Enid Blyton. The digital age has prompted a power shift between staff and pupils. “We need their help and support – they’re the ones who understand the modern world of technology,” says Clapp. This is not to say that Grace and Hattie are expected to proctor their peers’ social media accounts. Gone are the days of head girls being expected to bat for the staff and, besides, the two girls have as little control over their peers’ phone habits as the teachers. But they can educate staff members about the dangers (and virtues) of various platforms, and set a good example to younger pupils.
“The internet and social media have had an impact on the way our generation communicates,” Grace explains. “It’s added another dimension to how we care for each other – it’s not just about looking after our everyday relationships, but our social media relationships, too.”
This is why, she says, it is essential for the two head girls to promote a caring and nurturing atmosphere in the school. “We’ve been taught about the links between cyber bullying and problems such as self-harm and eating disorders,” she says. “A lot can be inferred by a person’s social media presence and sites such as Instagram can have big implications – we need to watch out for each other.
“Teachers can’t always monitor what is going on online – it’s our job, not just as head girls but as members of the school community, to bring anything alarming to attention.”
Once a week, the head girls have lunch with Jenny Dwyer, the headmistress, who will ask their opinions and seek their advice on all school matters. They also lead a school council, which, at their suggestion, has now been opened up to all members of the school, and are even involved in staff appointments. “They have lunch with candidates and give us their views,” Clapp explains. “And they’re always right.”
With so much responsibility resting on their shoulders, do Hattie and Grace have time to study for their A-levels?
Grace admits the role involves a fair amount of admin – emailing, preparing for school council meetings, giving talks to the school – but it is worth the extra effort.
Besides, just like any good leaders, they have become expert delegators. “We’ve got two amazing deputies,” she says, “so it doesn’t even feel like work.”
‘I’m surprised by how much our opinions are heard and respected by staff ’