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The girls' robotics team from The Sacred Heart School of Montreal had taken bronze in a 21-team competition. The girls, always winners in the eyes of their parents, were now winners in the eyes of the scientific world—and in robotics, no less.

Isn't robotics the realm of geeky guys? Shakespeare, that’s more of a girl thing. Right?

"I get angry when people say girls are better at literature and boys are better at maths," says Dr. Leonard Sax, a Maryland-based physician and author of Why Gender Matters: What Parents and Teachers Need to Know About the Emerging Science of Sex Differences. "Boys and girls can learn anything if they are taught correctly, but what is correct for one is not correct for the other."

Do boys and girls really learn differently?

Increasing research shows that boys and girls are hardwired differently. Their brains are structurally and functionally distinct, affecting how they absorb and process information. These differences aren’t just theory—they're evident in classrooms around the world.

How does this affect classroom learning?

Parents who've observed their daughter painting quietly while their son folds paper into airplanes know these differences can appear early. The challenge for educators is figuring out how to respond.

Some advocate for single-sex classrooms. Others believe in coed learning but adjust their teaching to reflect scientific findings. There’s no one-size-fits-all answer.

What do educators say about single-sex education?

"It depends," says Dr. JoAnn Deak, psychologist and author of Girls Will Be Girls. "While boys and girls are definitely different, about 20% of boys have brains more like girls’ and vice versa." For parents, choosing between coed and single-gender schools means understanding how their child learns best.

Tom Stevens of Royal St. George's College in Toronto tailors his teaching style to suit boys. "They learn best by doing," he explains. His approach involves shorter lectures, hands-on board work, games, and laptop learning. He adds, "Paper and pen make them self-conscious and antsy."

Are coed classrooms less effective for some learners?

Stevens recalls seeing report cards that said, "Johnny lacks focus." He believes such comments reflect misunderstandings from teachers who don’t know how boys learn. In contrast, he designs his classroom to allow movement, hands-on learning, and regular physical activity.

How do girls learn differently from boys?

Elaine Brooks, head of Sacred Heart School, notes, "Our girls need connection and dialogue." Her students respond best to narrative learning and open discussion. Boys, on the other hand, often thrive in dynamic, tactile environments.

At Glenlyon Norfolk School, which separates genders during class time, educators report similar findings: girls connect emotionally and verbally, while boys learn best through active engagement. "Girls are like onions, with many emotional layers," says teacher Clare Tanner. "Boys are constantly moving tumbleweeds," adds principal Rob Kiddell.

What does neuroscience reveal about learning styles?

Neuroimaging supports these observations. By puberty, girls shift emotional processing from the amygdala to the cerebral cortex, where language resides—enabling them to express feelings more fluently. Boys retain more emotional activity in the amygdala, making verbal expression harder.

This has classroom implications. Asking what Hamlet was thinking may work well with girls. Boys, however, might learn more by drawing maps of fictional worlds like Lord of the Flies, which activates their hippocampus—a brain area more developed in males.

How do these differences influence math instruction?

Girls solve math problems using the cerebral cortex, connecting concepts to real-life scenarios. Boys use the hippocampus and often enjoy numbers for their own sake. Girls tend to ponder answers using both brain hemispheres, while boys respond quickly using one.

Should parents be concerned about social development in single-sex schools?

Some parents worry that separation might hinder social development. But others see it as a way to remove distractions. Montreal parent Penny Gruvellier moved her daughter to Sacred Heart because coed classes were becoming more about socializing than learning. Her daughter Julie, 13, says, "I had trouble concentrating because the boys would be fooling around. I was scared to ask questions in case they laughed at me."

What is gender-role intensification, and how doesthe  school environment affect it?

Experts refer to this as "gender-role intensification"—when girls adopt overly feminine traits and boys act overly macho in coed settings. In single-sex environments, students often feel freer to pursue nontraditional interests: boys take drama; girls explore robotics.

Is brain science enough to guide school choice?

Rob Kiddell believes brain science offers valuable insights but warns against rigid application. "It can be interpreted too narrowly and end up limiting instead of enhancing." The best approach, he argues, is recognizing individual differences and adapting accordingly—something single-sex classrooms can make easier.

Elaine Brooks agrees. In single-sex settings, "you have the luxury of spending more time encouraging individual pursuits—academic interests outside traditional comfort zones." Her robotics team’s success proves the potential.

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