You’re right that it seems disappointing that the treatment group didn’t show a statistically significant increase in intent to study computing compared to the control group, but all research such as this is useful to inform our understanding of the issues overall. In this case the qualitative data showed that many aspects of the intervention were very well received by students and teachers, and that using the approach for longer or in conjunction with other activities may support increased engagement for girls. We are still reporting on the other interventions that were all measured singly – it may be that actually changing teaching in a number of different ways (rather than just one change) may support a better gender balance in computing. In any case we remain committed to continuing this work to put the learning from these studies into practice