Cartler (2016) suggests some boy-friendly strategies to enhance impulsivity among the learners :

a. Increase experiential and kinesthetic learning opportunities:

• Pictures on a storyboard prompt the brain to remember relevant words and phrases and students can then add to that foundation.
• Instead of relying on worksheets, teachers can find ways to engage students in the learning process actively.
• Supporting literacy through spatial-visual representations: non-verbal planning tools support students to connect what they are thinking and what they can put down on paper.

b. Let boys choose topics that appeal to them:

• Allowing to choose their reading material, research topic, and writing focus is particularly beneficial since it not only allows them to channel their interests into their learning but increases their engagement in reading and improves creative and expository writing.

c. Break tasks down into achievable steps:

• Boys often need support with the organization and are more likely to engage in a complex activity if this is broken down into steps so they can see the link between the process and the end goal.

d. Provide specific roles during group activities:

• Boys benefit from having designated roles while working in groups since they are task oriented and roles should be meant for increasing students’ responsibility with intellectual quality of a work, such as the big ideas person, clarifier, questioner, and skeptic.

e. Control where boys sit:

• Move the students playing up to their ‘local audience’ to the front and establish a seating plan, so the student knows where they are expected to be every lesson. Boys like to take up more space when they are sedentary and avoid interpreting this as 'deliberately disrupting other students.'

f. Know how to help the boys manage anger:

• Anger and shame are the main potential barrier in the boys' learning processes. Angry boys find coming back to lesson difficult. Boys who feel losing face before their peers understandably become confrontational. Teachers can remove the student from the situation and deal with the issue away from their peers.

Most of these strategies except the last one benefit all students irrespective of boys and girls since these allow them a sense of autonomy over their learning, keep them engaged, increase learning responsibilities, and not much boys-specific!

Neuroscience suggests, boys and girls are different with the boys' larger brain and girls' fast-growing brains, and in varied interests and learning styles somewhat. However, it is the environment that we, the parents and teachers, create for our children's learning has the most significant impact on their learning.

Whether it is brain or hormone, the differences are biological, a social construct should not have anything to do with their learning styles, and there is a very little gap between what girls and boys can do. The differences are usually most prominent in young children. However, their learning behaviour is greatly influenced by 'home environment, interests, and peers' as children grow. "When children are In the 12th grade, the differences between boys and girls are very subtle. Understanding these subtle differences can help educators to positively guide their students, meeting them and their needs where they are". Here is my purpose of research, discussing differences is to recommend neither single-sex education to address different learning styles, nor same-sex teachers for boys and girls. Instead, it aims at raising awareness of the differences to adopt effective teaching techniques promoting equal learning and addressing individual differences of the learners to ensure equity.

A teacher may arrange the classroom in a way, so that little boys need to move around, and little girls are required to share and talk about their feelings and needs ‘as part of their biology rather than misbehavior.’ Boys and girls perceive their school problems in different ways. "Girls tend to take their problems and failures personally and are much more self-critical. On the other hand, boys see their problems in more focused ways and assign their failure to a particular area of study rather than over-generalize and see themselves as lacking”. However, the irony is girls often outperform the boys and are more likely to attend school for long and graduate.

(Gross, 2014)

Therefore, Gross (2014) is more considerate in suggesting the ways we can help boys and girls to have 'a happy, fulfilling, well-rounded, and successful school career' :

• Be sure that our children's school has a recess program including free playtime.
• Watch against labeling children, particularly with tags like ADD and ADHD, except any healthcare expert diagnoses them. We often mislabel the boys and girls who are on the outer edge of active.
• Let the girls be engaged with the toys and activities allowing them to employ the spatial relationship and manipulation skills.
• Encourage boys with taking study breaks and let them be active during those study breaks.
• Help girls speak through her feelings about lessons and the learning problems. Because girls tend to concentrate on communication, relationships, and attention for approval, readily caught up in an intense emotional experience. Most often girls subvert their feelings or need to ensure others’ approval, which causes many self-esteem issues.
• Keep the girls busy in sports that might help her to build confidence.
• Assist the boys with literacy skills, such as reading, writing, journaling, drawing, creativity, fantasy, humor, war and mythology. ‘Boys are action-oriented, often competitive, and impulsive risk-takers.’ Hence, providing them with an opportunity of creative self-expression and exploring their interests will help them connect their words to feelings and validate both.
• Offer Girls the opportunity to experience STEM (Science, Technology, Engineering, and Mathematics) in everyday examples. Girls can build, design, and explore anything from architecture, medicine, and engineering to culinary experiences by having access to a computer. Also, parents can enroll their daughters in one of the many STEM programs around the country.
• Teachers should make sure they consider the different learning styles of boys and girls and create a learning environment capable of meeting the needs of both. Teachers have to teach different modalities that capture girls' needs for spatial learning practice like geometry, and boys' needs for enrichment projects.