| Acknowledgments | | xiii | |
| Introduction | | 1 | |
| PART ONE PROTECTING THE MINDS OF BOYS |
| | 17 | |
| | 19 | |
| Is There Really a Crisis? |
| | 20 | |
| Understanding and Fixing the Crisis |
| | 28 | |
| | 38 | |
| | 40 | |
| | 42 | |
| | 43 | |
| The Mismatch Between Boys and Conventional Education |
| | 52 | |
| Confronting an Educational Myth |
| | 54 | |
| Ending the Myth of Gender Plasticity and Supporting the Way Boys Actually Learn |
| | 58 | |
| A Boy-Friendly Model for Protecting the Minds of Boys |
| | 61 | |
| | 63 | |
| PART TWO STARTING BOYS OUT IN BOY-FRIENDLY LEARNING ENVIRONMENTS |
| | 65 | |
| Helping Boys Learn Before They Begin School |
| | 67 | |
| Protecting the Learning Potential of a Young Brain |
| | 69 | |
| Building Bonding and Attachment |
| | 70 | |
| Boys' Special Attachment Issues |
| | 75 | |
| Ten Strategies to Promote Attachment |
| | 76 | |
| The Importance of Emotions in a Boy's Early Education |
| | 78 | |
| The Core Philosophy of Choice Making |
| | 80 | |
| Promoting Verbal Development in a Young Boy |
| | 83 | |
| Balancing a Boy's Fine and Gross Motor Development |
| | 85 | |
| Calming the Hidden Stressors in a Boy's Life |
| | 87 | |
| Effective Preschool and Early Learning Environments for Boys |
| | 89 | |
| Providing a Boy-Friendly Learning Environment |
| | 91 | |
| | 96 | |
| | 99 | |
| | 100 | |
| | 103 | |
| Do You Have to Use Your Words to Use Your Brain? |
| | 104 | |
| Removing Key Environmental Stressors from Boys' Lives |
| | 106 | |
| | 108 | |
| | 108 | |
| Screen Time: TVs, Videos, Video Games, Computers |
| | 111 | |
| What a Boy Eats and Drinks |
| | 118 | |
| The Beauty of Brain Health |
| | 123 | |
| PART THREE TEACHING SCHOOL CURRICULA IN BOY-FRIENDLY WAYS |
| | 125 | |
| Helping Boys Learn Reading, Writing, and Language Arts |
| | 127 | |
| | 129 | |
| | 145 | |
| Do Heroes Read and Write? |
| | 158 | |
| Helping Boys Learn Math and Science |
| | 159 | |
| | 161 | |
| What Parents Can Do to Help Boys Learn Math |
| | 161 | |
| What Teachers Can Do to Help Boys Learn Math |
| | 170 | |
| What Parents Can Do to Help Boys Learn Science |
| | 176 | |
| What Teachers Can Do to Help Boys Learn Science |
| | 183 | |
| The Importance of the Arts and Athletics in Academics |
| | 189 | |
| Using Single-Gender Classrooms Effectively |
| | 192 | |
| The Essential Search for Equality |
| | 194 | |
| The Success of Single-Gender Classes |
| | 197 | |
| The Importance of Teacher and Parent Buy-In |
| | 203 | |
| Single-Gender Sex Education |
| | 207 | |
| Bringing Single-Gender Innovations to Your School |
| | 209 | |
| PART FOUR HELPING BOYS WHO NEED EXTRA HELP |
| | 211 | |
| A New Vision of Learning Disabilities, Add/Adhd, and Behavioral Disorders |
| | 213 | |
| The Inherent Fragility of the Male Brain |
| | 217 | |
| | 222 | |
| Getting the Right Diagnosis |
| | 225 | |
| | 232 | |
| | 238 | |
| Confronting Undermotivation and Underperformance in Boys' Learning |
| | 240 | |
| Undermotivated, Underperforming Boys |
| | 241 | |
| Some Causes of Undermotivation---and Some Cures |
| | 242 | |
| When Gifted Boys Are Undermotivated |
| | 255 | |
| | 258 | |
| What Parents and Teachers Can Do to Motivate Boys to Learn |
| | 260 | |
| | 261 | |
| | 271 | |
| Helping Gifted Nonachievers |
| | 274 | |
| The Key Role of Men in Motivating Boys |
| | 279 | |
| | 282 | |
| Helping Sensitive Boys in Our Schools |
| | 284 | |
| | 286 | |
| Fighting Gender Stereotypes |
| | 287 | |
| The Emotional Lives of Sensitive Boys |
| | 289 | |
| What Parents Can Do to Help Sensitive Boys |
| | 294 | |
| What Teachers Can Do to Help Sensitive Boys |
| | 301 | |
| | 306 | |
| Epilogue | | 309 | |
| Notes | | 311 | |
| Bibliography | | 327 | |
| Appendix: Ten Tips for Handling Bullying Among Boys | | 331 | |
| The Gurian Institute | | 335 | |
| About The Authors | | 337 | |
| Index | | 341 | |
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