This article examines perceived changes occurring as a result of the move from single-sex schooling to coeducation. The work is both historical and sociological. The history of coeducational, mixed and single-sex schooling is examined, together with recent research findings. Students from five schools (N = 113) across three years (9, 10, 11) and from four different socioeconomic regions were interviewed. While students believed that the move to coeducation had been a positive one, particularly in terms of social relationships, other findings were not so clear-cut—for example, with regard to perceived competition and allocation of teachers' time. There is also evidence that, as with other studies, class and gender relations continue to have an impact on coeducation.
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