'What do you want to be when you grow up?' Why we need to stop asking girls this question

According to a report published by HSBC this year, to mark International Women’s Day, the UK is seeing a rise in young female entrepreneurs with the majority (59 per cent) of business owners aged under 35 now female.

The research also showed that the proportion of UK female entrepreneurs is almost doubling with each generation: 16 per cent of founders over 55 are female; 30 per cent of founders between 35-54 are female; and 59 per cent of founders under 35 are women.

So what does this mean in practice for the young women in my school, who have just finished their GCSE and A Level exams? While full of hope and aspiration for the future, they are, I have no doubt, also feeling somewhat daunted by the fast-paced world of work they will soon be entering.

As part of our first ‘Inspiring Females’ symposium, rather than ask my Year 10 students (aged 15 and 16) what they want to be 'when they grow up' - I threw out the rulebook. Instead, we asked them what really gets them fired up. What are their passions and what can we do to help tap into them?

I was encouraged by the range of answers I received – business aspirations, environmental concerns and social responsibility were all high up the list, as were phases like ‘helping others’, ‘making a difference’ and ‘playing a full role as part of a team’. 

While these don’t fit neatly into a specific career or job role, what they undoubtedly demonstrate is a desire among young people to look beyond their own circumstances; to see how they can fulfil their ambitions on their own terms. 

Another generational difference that schools and parents would be wise to note is the non-linear nature of job opportunities. Where previously professions – more often for men than women – could be for life, or at least the better part of it (think doctor, lawyer), now careers can take different and often conflicting paths as downturns, upturns, external influences and changes of circumstances collide.

In this context, schools have a vital role, not so much in defining direction but equipping young people with the skills they need to navigate this uncertain landscape.

Beyond literacy and numeracy - which will always be vital survival kit essentials - soft-skills such as networking, the ability to improvise and command confidence from those around you, are now ‘must haves’.

As we set out into uncharted territory, I’m looking forward to seeing how the next generation of women step up to meet the challenges they will face both personally and professionally. 

As a school leader, I have a moral duty to prepare them as best I can. Adaptability and flexibility will be keys to success along with buoyancy, self-knowledge and self-belief.

‘What gets me fired up?' Giving young people the very best preparation I can for their uncertain future.