Preparing students academically, socially, and emotionally for higher education and life demands an environment that is reflective of the real world. Campbell Hall graduates are prepared to interact and work with members of all genders both in the college classroom and in the workplace. This dynamic empowers students to grow as both individuals and members of the community.


  • prepares students for real-world experiences by providing a diverse student body that includes all genders and ethnicities.
  • recognizes that gender identity and expression exist on spectrums and can be fluid for some individuals.
  • provides opportunities for students from each gender to better understand and work with one another. Collaborative projects and discussions - both inside and outside the classroom - help students break down gender stereotypes and create unity among genders.
  • showcases both male and female role models in our faculty, administration, and staff.
  • nurtures everyone to become leaders, thereby exposing students to gender diversity in their peer leaders and to a wider range of leadership styles.
  • provides ongoing professional development opportunities for faculty to strengthen instructional strategies towards creating and maintaining inclusive classroom environments.
  • includes grades 7-12 advisory programs where students are separated into gender-specific advisory groups, thereby allowing an additional safe space where gender-specific discussions can take place.
  • dispels traditional gender stereotypes by providing equal access to all students to full range of academic and extracurricular programs.
Additionally, the co-ed community is vital to the family-like connection that students establish during their time at Campbell Hall and continue to feel beyond their time on campus. Girls and boys go through school as partners, offering support to each other through the academic and social hurdles of growing up together. The opportunity to experience all of this in a co-ed setting strengthens students socially and emotionally and helps them become the decent, loving, and responsible young people who remain connected to their Campbell Hall family for life.


Single-sex education does not educate students any better than co-ed schools, according to research published by the American Psychological Association (Psychological Bulletin, 2014) analyzing 184 studies of more than 1.6 million students from around the world.

“Proponents of single-sex schools argue that separating boys and girls increases students’ achievement and academic interest. Our comprehensive analysis of the data shows that these advantages are trivial and, in many cases, nonexistent.”
—Jane Shibley Hyde, PhD
University of Wisconsin-Madison
“The theoretical approach termed ‘girl power’ argues that girls lag behind boys in some subjects in co-ed classrooms. This is not supported by our analysis and moreover, girls’ educational aspirations were not higher in single-sex schools.”
—Erin Pahlke, PhD
Whitman College 

Pahlke, E., Hyde, J. S., & Allison, C. M. (2014). The effects of single-sex compared with coeducational schooling on students’ performance and attitudes: A meta-analysis.

Research from Concordia University found negative repercussions of not conforming to gender roles are stronger in all-girl schools. The study published in 2013 in peer-reviewed journal Sex Roles shows that girls in single-sex schools more often report feeling more pressure to act like “typical girls” than their counterparts in mixed-sex school.

Drury, K., Bukowski, W. M., Velásquez, A. M., & Stella-Lopez, L. (2013). Victimization and gender identity in single-sex and mixed-sex schools: Examining contextual variations in pressure to conform to gender norms. Sex roles, 69(7-8), 442-454.

While supporters once thought that same-sex schools were advantageous to learning, research conducted by Penn State University in 2011 found no evidence that single-sex schools generate positive effects. While there is no research that shows advantages of single-sex schooling, Penn State professor Lynn S. Liben discovered that there's strong evidence of the negative consequences that accompany segregating the sexes. Co-educational schools discourage students from developing negative gender stereotypes. Students who “are not given opportunities to work together to develop the skills needed to interact with each other” are often left wondering at the reason for their gender-segregated classrooms and may struggle with the seeming inequality, says Penn State researcher Lynn S. Liben in The Pseudoscience of Single-Sex Schooling, 2011.
"The bottom line is that there is not good scientific evidence for the academic advantages of single-sex schooling, but there is strong evidence for negative consequences of segregating by sex -- the collateral damage of segregating by sex."
—Lynn S. Liben, PhD
Penn State University

Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., ... & Martin, C. L. (2011). The pseudoscience of single-sex schooling. Science, 333(6050), 1706-1707.

4533 Laurel Canyon Blvd., Studio City, CA 91607
TEL 818.980.7280 | FAX 818.505.5319 | Email
Campbell Hall is an independent coeducational day school for grades K-12, located in Studio City, CA. We are affiliated with the Episcopal Church and its 500-year history of academic excellence, and are also one of the most religiously and racially diverse schools in southern California.

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