As a reminder, The Girls’ Index shared compelling data on girls in the United States and was the largest survey of its kind, with 17,502 girls in fifth through 12th grades participating from schools nationwide. Researchers collected data for the first time in 2017 and then again in 2023. They explored six categories of concern, which included confidence, social media, stress and well-being, school, leadership, and relationships. The purpose of the study was to understand girls’ thoughts, experiences, perceptions, beliefs and behaviors — a tall order indeed! This research can be helpful for parents, teachers, school counselors, faith-based youth leaders, neighbors and others who can positively influence girls and young women.

According to the index, in 2017, 87% of girls in fifth grade liked going to school, and in 2023 the percentage had decreased to 68% — a 19% drop! Here are some reasons why: Only 39% felt they belonged at school, only 39% believed they could “really be themselves at school,” and only 43% felt like “people at their school really cared about them.”

On the flip side, girls who responded that they could truly be themselves at school were six times more likely to like school, and girls who believed they had an adult at school who cared about them were 65% more likely to enjoy school. And 70% of girls who felt a sense of “belonging” at school were more likely to enjoy going. Of course, vast research links positive attitudes about attending school to better educational outcomes.

Other survey results that I found particularly intriguing include the following: first, 41% of participants said that “girl drama and fighting keep them from wanting to attend school,” with the highest percentage (52%) being fifth- and sixth-grade girls. Second, girls noticed gender differences in their classes, with more than a quarter (28%) of girls not wanting to take certain classes because there were not many girls in them. Third, on the positive side, 61% did say that someone at their school was “helping them plan for life after high school.” And, finally, 86% of girls wanted a career that provided the opportunity for them to help others.

I was particularly struck by the finding that the presence of supportive adults at school was critical to girls’ connections at school and their feelings of belonging. We often focus on girls’ relationships with their friends, which is important as well, but it was heartening to learn that adults at school can have a profound impact on girls today. In fact, teen girls who say they have adults at school who care about them were 65% more likely to enjoy school and 76% more likely to feel like they belong.

The bottom line is that if girls have even one adult at school who they believe cares about them, better outcomes will occur. The person could be a teacher, school counselor, administrator or staff member. We need to make sure these individuals know of the potential profound impact they have on tween and teen girls. Frankly, we cannot simply rely on parental influence, as we have often done in past years, to help a young woman navigate these challenging years. It truly takes a village to raise a child.

To me, the takeaways from this research are straightforward:

First, school administrators, school counselors, teachers and students — with feedback from parents — can find ways to increase feelings of belonging within their student bodies, especially so that students can feel they can be authentic in school settings.

Second, we need to ensure that adults who work and volunteer in schools know of their potential impact on girls, and we need to implement best practices to help girls cultivate supportive relationships with caring adults. However, we should be mindful that it is often the girls who do not want to cultivate these relationships who need them the most.

Finally, we can help girls cultivate supportive relationships with other girls. Girls may be socialized to believe that “drama” has a place in their relationships with each other. We must counter these messages and provide opportunities for meaningful social and emotional support.

School is critically important for girls and young women, and finding ways to enhance girls’ school experience is foundational for their success in any life domain. It is time for us to step forward to be more involved in promoting helpful and positive ways for the future generations of Utahns.

Susan R. Madsen is the Karen Haight Huntsman Endowed Professor of Leadership in the Jon M. Huntsman School of Business at Utah State University and the founding director of the Utah Women & Leadership Project.