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| Acknowledgments | |
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| Introduction | |
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| Protecting the Minds of Boys | |
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| The Current Crisis | |
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| Is There Really a Crisis? | |
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| Understanding and Fixing the Crisis | |
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| The Next Step | |
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| How Boys Learn | |
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| A New Science | |
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| Boy Energy | |
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| The Mismatch Between Boys and Conventional Education | |
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| Confronting an Educational Myth | |
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| Ending the Myth of Gender Plasticity and Supporting the Way Boys Actually Learn | |
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| A Boy-Friendly Model for Protecting the Minds of Boys | |
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| Becoming Practical | |
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| Starting Boys Out in Boy-friendly Learning Environments | |
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| Helping Boys Learn Before they Begin School | |
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| Protecting the Learning Potential of a Young Brain | |
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| Building Bonding and Attachment | |
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| Boys' Special Attachment Issues | |
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| Ten Strategies to Promote Attachment | |
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| The Importance of Emotions in a Boy's Early Education | |
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| The Core Philosophy of Choice Making | |
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| Promoting Verbal Development in a Young Boy | |
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| Balancing a Boy's Fine and Gross Motor Development | |
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| Calming the Hidden Stressors in a Boy's Life | |
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| Effective Preschool and Early Learning Environments for Boys | |
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| Providing a Boy-Friendly Learning Environment | |
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| Boys and Sensory Issues | |
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| Brain Breaks | |
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| Music and the Brain | |
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| The Outdoor Classroom | |
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| Do You Have to Use Your Words to Use Your Brain? | |
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| Removing Key Environmental Stressors from Boys' Lives | |
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| Promoting Brain Health | |
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| Brain Injuries | |
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| Screen Time: TVs, Videos, Video Games, Computers | |
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| What a Boy Eats and Drinks | |
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| The Beauty of Brain Health | |
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| Teaching School Curricula in Boy-friendly Ways | |
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| Helping Boys Learn Reading, Writing, and Language Arts | |
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| What Parents Can Do | |
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| What Teachers Can Do | |
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| Do Heroes Read and Write? | |
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| Helping Boys Learn Math and Science | |
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| Relevance!What Parents Can Do to Help Boys Learn Math | |
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| What Teachers Can Do to Help Boys Learn Math | |
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| What Parents Can Do to Help Boys Learn Science | |
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| What Teachers Can Do to Help Boys Learn Science | |
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| The Importance of the Arts and Athletics in Academics | |
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| Using Single-gender Classrooms Effectively | |
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| The Essential Search for Equality | |
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| The Success of Single-Gender Classes | |
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| The Importance of Teacher and Parent Buy-In | |
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| Single-Gender Sex Education | |
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| Bringing Single-Gender Innovations to Your School | |
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| Helping Boys Who Need Extra Help | |
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| A New Vision of Learning Disabilities, ADD/ADHD, and Behavioral Disorders | |
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| The Inherent Fragility of the Male Brain | |
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| Changing Our Course | |
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| Getting the Right Diagnosis | |
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| Treatment | |
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| Moving to Optimism | |
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| Confronting Undermotivation and Underperformance in Boys' Learning | |
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| Undermotivated, Underperforming Boys | |
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| Some Causes of Undermotivation—and Some Cures | |
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| When Gifted Boys Are Undermotivated | |
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| Motivating Our Sons | |
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| What Parents and Teachers Can Do to Motivate Boys to Learn | |
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| What Parents Can Do | |
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| What Teachers Can Do | |
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| Helping Gifted Nonachievers | |
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| The Key Role of Men in Motivating Boys | |
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| Leaving No Boy Behind | |
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| Helping Sensitive Boys in Our Schools | |
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| Bridge Brains | |
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| Fighting Gender Stereotypes | |
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| The Emoti | |