Abstract
An abundance of research exists suggesting that fundamental differences between boys and girls can be explained though looking at the unique structural and chemical differences found within the brain of each gender. Moreover, there is evidence to suggest that the physiology of the brain plays a tremendous role in how boys and girls learn. This paper looks at how an understanding of the gendered brain has the potential to enhance learning environments for both students and teachers. It also suggests that in the current climate of 'boys and schooling', omissions of such important considerations are hugely problematic when examining learning and behavioural issues. Finally, an example of how a particular teacher, applied new understandings regarding the 'gendered brain' to her classroom practice with successful results is offered. It is argued that continued pedagogical creativity through an understanding of brain difference in boys and girls may assist in enhancing the learning environments for all students within Middle School contexts.