This paper presents data collected from small discussion groups in English classrooms. The project from which this research is taken examines the processes of pupils' learning through talk-related activities and contributes to debates about boys' relative under-achievement in comparison to girls. Although the project as a whole looked at the discussions of male and female pupils, here the focus is on data taken exclusively from all female groups. It explores the strategies girls used to learn, collaborate, maintain friendships and affirm group solidarity. I argue that the manner in which pupils created a sense of unity through their language, moved them together in a joint process of learning. The maintenance of amicable relationships seemed to be crucial to the process of learning support. I argue that this feature of girls' talk might connect with their academic success.