Why girls stop coding and how Europe can change the curve

Across Europe, the drop-off in girls’ participation in coding begins earlier than many assume. While primary school pupils often show similar levels of curiosity towards digital tools, interest starts to decline between the ages of 10 and 14.

This shift has long-term consequences. By the time course selections and career pathways are decided, too many girls have already opted out of the digital sphere altogether.

Europe’s ambition to reach 20 million ICT specialists by 2030, set out in the Digital Decade initiative, depends on reversing this trend. But the challenge is not a lack of ability.

Girls perform just as strongly as boys in digital problem-solving; the obstacles are structural, cultural and confidence-based. Ensuring that girls remain engaged in digital skills during these formative years is essential not only for gender equality but also for Europe’s wider competitiveness and innovation capacity.

What stops girls

One factor is visibility. Many girls still do not see themselves reflected in digital careers. Women currently represent less than 20% of ICT specialists, according to Eurostat data. When role models are scarce, digital professions can seem distant or unwelcoming.

Confidence also plays a decisive role. UNESCO’s report Cracking the Code shows that girls often underestimate their abilities in STEM subjects even when performance matches or exceeds that of their peers. Coding can appear intimidating when framed as a purely technical discipline rather than a space for creativity, collaboration and problem-solving.

This is where initiatives like EU Code Week can help shift the narrative. Coding exposure alone is not enough; girls must experience digital creation as relevant, empowering and connected to real-world impact.

Studies under the OECD’s Education 2030 initiative show that young people – especially girls – engage more deeply when learning is linked to social purpose, from climate action to community well-being.

Another important element is the environment in which digital learning takes place. Girls thrive when they are encouraged to lead, work in teams and build confidence through experimentation.

Normalising trial and error – an essential part of coding – helps reduce the pressure to be “perfect” from the start. Likewise, mixed-gender settings can work well when girls are given equitable space to contribute and when collaboration, rather than competition, drives the activity.

Supporting girls at scale

As Code Week expands within the broader Code4Europe initiative, there is a growing opportunity to support girls at scale. Activities that highlight female mentors, showcase diverse digital careers and use playful, low-barrier tools can help bridge the gap between early curiosity and long-term engagement.

Events throughout the school year – rather than one-off sessions – create continuity, reinforcing the idea that digital creativity belongs to everyone.

Europe cannot afford to lose half of its future innovators before they even reach upper secondary school. Keeping girls engaged in coding is not only about addressing today’s gender gap; it is about building a digitally skilled, inclusive workforce capable of meeting tomorrow’s challenges.

As preparations begin for the next edition of the EU Code Week, now is the moment to rethink how schools, communities and digital mentors can support girls in staying confident and curious. When we remove barriers and redesign opportunities, we do more than teach girls to code – we empower them to imagine, create and lead Europe’s digital future.