Learning styles:

• Boys and girls have different learning styles, most pronounced during the primary years. Boys are more active, more hands-on, and girls are more introspective. It was thought, at one time, that ignoring these differences would result in gender-neutral children insofar as accomplishment was concerned; this has not been the case.
  
  

Motivation:

• Girls are typically more motivated to succeed overall, whereas boys are driven primarily only by things which interest them. Girls, however, generally have less confidence and are more critical of their own abilities. Single-gender classrooms can allow both to achieve in their respective ways, without negativity from the other.
  
  

Distraction:

• While arguably a more serious issue during adolescence, distraction between genders can be a problem relating to classroom atmosphere: the behavior mode of boys can be very distracting to girls. Boys have more need to move around and greater difficulty in listening; girls pay closer attention to instructions and are more visually sensitive.
  
  

Developmental milestones:

• Comparatively, girls mature faster than boys. While simple skills such as cutting, pasting, handwriting, and so forth can be measurably different between genders, girls are more able to concentrate at earlier ages. Boys may need more time and more adjustments in day-to-day expectations.
  
  

Arguments against:

• Some schools report no difference in test scores for children in single-sex classrooms. Some consider division of boys and girls in classrooms to be counter-productive as well as discriminatory. Still others argue that the "real world" is not divided by gender and, therefore, neither should the classroom.