More Girls Opting for A-Level Computing amid Overall Decline
Rising Female Participation Against the Odds
In 2025, the number of students taking A-level computing in the UK fell by 2.8%. This dip is part of a wider trend of fluctuating interest in computing among sixth-formers. Yet within this decline lies a promising sign — the number of girls taking the subject increased by 3.5% compared with 2024. Girls now make up 18.6% of all A-level computing entrants, a significant jump from just over 10% a decade ago.
The figures show a consistent upward trajectory: from 1,797 female entrants in 2020 to 3,679 in 2025. This marks the sixth consecutive year of growth in female participation. While still a minority, this steady climb proves that more young women are viewing computing as a viable and attractive academic choice.
Why This Shift Matters
For years, the technology sector has battled with gender imbalance. According to the UK’s Office for National Statistics, women make up only about 20% of the tech workforce. With digital skills now critical to almost every industry, increasing female representation in computing education is essential for both economic and social reasons.
When more women enter the tech pipeline early, it can lead to more diverse teams, better innovation outcomes, and a reduction in unconscious bias within product development. The fact that this growth is happening at A-level — a gateway to university STEM degrees — suggests a slow but meaningful shift in the future talent landscape.
The Bigger Problem — Overall Decline
However, the overall drop in computing entries should not be ignored. Many educators and industry leaders point to a mismatch between school curriculums and real-world tech demands. Programming languages taught in school are often outdated, and the subject sometimes lacks practical applications that excite students.
A 2024 TechUK report found that 93% of mid-sized UK companies face difficulty recruiting people with adequate IT skills. If fewer students are studying computing, the skills shortage will widen, placing more pressure on businesses and the economy.
My Take — What Needs to Happen Next
While the increase in girls taking computing is encouraging, it’s still not enough to create true balance. Schools need to make computing more relatable — showing how coding, data, and AI impact everyday life. Early exposure is key; primary and secondary school computing lessons should include real-world projects, mentorship from industry professionals, and more visible role models for girls.
Additionally, policy makers should review the computing curriculum to ensure it keeps pace with evolving technologies. Introducing modules on AI ethics, cybersecurity, and app development could make the subject more appealing and career-relevant.
Conclusion
The rise in female participation is a win for diversity in tech, but the overall decline in A-level computing entries is a warning sign. Without targeted reforms, the UK risks undermining both its digital skills base and its progress toward gender equality in STEM. The challenge now is to sustain and accelerate the gains for girls, while reigniting interest in computing across the entire student population.
