The message from teenage girls about sport is clear—and increasingly urgent. Recent UK research reveals that by the end of their teenage years, 64% of girls will have stopped playing sport, more than twice the rate of boys.
The foundation laid by sport participation is critical to women’s success in their careers. A United Nations report points out that “the participation of women and girls in sport challenges gender stereotypes and discrimination, and can therefore be a vehicle to promote gender equality and the empowerment of women and girls. In particular, women in sport leadership can shape attitudes towards women’s capabilities as leaders and decision-makers, especially in traditional male domains.”
Girls are not stopping playing sport due to a lack of opportunity, but due to barriers that are both practical and deeply personal. Periods, body image concerns and school workload are the three biggest factors affecting participation, while 97% of girls say their sports kit directly impacts how they feel when taking part.
At Howell’s School, Llandaff, this evidence has shaped a deliberate shift in how sport is delivered. Our Director of Sport, Ceri Crawford, has led a move away from a narrow, traditional curriculum towards a broader, more inclusive model—one that balances competitive sport with health, wellbeing and lifelong participation.
“Sport is for everyone. It might look different for different people—but that doesn’t make it any less valuable.”
One of the most immediate changes has been a rethink of sports kit. With almost all girls reporting that kit affects confidence and participation, Howell’s has introduced a more flexible approach—offering a range of options in fit and style, allowing students to choose what makes them feel most comfortable.
Mrs Crawford says, “Comfort leads to confidence, and confidence leads to participation.”
At a stage of life where body image and self-consciousness can be significant barriers, this flexibility is key to keeping girls engaged.
Students are now offered a wider range of activities, alongside traditional team sports, ensuring there is something to engage every individual—not just those who identify as “sporty”. For many students, traditional competitive formats are not the barrier—but they are not the motivator either. By introducing alternative activities—such as softball and cheerleading—the school has successfully engaged students who might otherwise have disengaged.
Softball, introduced through an external coach, has attracted a completely new cohort. Cheerleading, meanwhile, has proved particularly effective. Combining dance and gymnastics, it offers multiple roles within a team, making it inherently inclusive.
“It’s fun, it’s social, and it’s not isolating—which is incredibly important for girls’ participation.”
It also addresses a key drop-off point, providing a natural progression for students who leave gymnastics in early adolescence.
At the heart of Howell’s model is a clear principle: participation matters as much as performance. Students who do not identify as “sporty” are not marginalised. Instead, they are supported to engage in ways that suit them—through fitness, movement and wellbeing.
“They’re still raising their heart rate, still experiencing the mental health benefits, still building positive habits,” she says.
This reflects a growing understanding that the benefits of sport—particularly for mental health—are not dependent on competition.
While progress has been significant, Mrs Crawford is clear that there is more to do. Expanding provision—through activities such as reformer Pilates, paddle sports and outdoor wellbeing programmes—remains a priority, alongside continued investment in facilities and staffing. At Howell’s, the aim is not simply to produce athletes, though the school certainly does that, with Olympians Sarah Jones and Hannah Mills OBE both former pupils, but to ensure all students leave with the confidence, resilience and habits that sport can provide.
“Our goal is simple: to make sure every girl feels that sport is for her.”