Gurian does not suggest that girls should not be allowed to engage in such activities, only that the learning environment be balanced to enhance the weaknesses of both sexes, as well as build upon what he sees as their innate strengths. Gurian further cautions educators that some behavior difficulties may be the product of the current social environment of expectations, rather than a reflection that such disorders have increased, as some studies indicate that ADHD (attention deficit hyperactivity disorder) and conduct disorders have increased. So-called conduct and behavioral disorders may be a poor fit of environment and child, rather than the child's fault. An easily distracted child may have been more accepted in a kinesthetic society that valued manual skills, for example, and the 'niceness' demanded in conventional schooling may cause an aggressive child to be labeled as maladaptive, even though he possesses hidden leadership skills.

Gurian suggests working in dialogue with the child's nature and the environment, rather than merely...

This approach is especially useful for teachers of learning disabled students, and creates a more positive dynamic. Of course, the challenges some learning disabilities, such as dyslexia, extend beyond the range of conduct disorders. But our tendency to overvalue verbal intelligence as a society may be one reason why language disorders are considered so debilitating. These disorders are more often diagnosed in boys, so a learning disorder specialist confronting a largely all-male classroom might be behooved to read Gurian's book and more aggressively use his techniques -- like incorporating many quick-moving learning games and pairing spatial skills (which the students are likely to be stronger and more comfortable with, than verbal skills) with reading techniques in activities. It is also important to note that boys may be slower to develop verbally than girls, particularly in their emotive skills, but this is not necessarily a disability in the long-term.