The Importance of Gender-Specific Activities for Child Development

The Importance of Gender-Specific Activities for Child Development

Throughout history, children have developed essential skills through gender-specific activities, fostering strengths that contribute to community well-being. In traditional societies, boys were mentored by men to become resilient providers, while girls learned from women to nurture and sustain the home. Modern research supports that structured, gender-specific learning environments can enhance confidence, leadership, and skill mastery.

The Importance of Male-Only Spaces for Boys' Development

Psychological and sociological research underscores the value of boys having male-only spaces for mentorship. Dr. Leonard Sax, author of Boys Adrift, argues that boys develop best in environments that encourage risk-taking, competition, and constructive energy channeling. Studies show that boys in all-male learning environments tend to perform better academically, display higher levels of confidence, and develop a stronger sense of identity. These spaces allow boys to experience masculinity healthily—guided by men who model discipline, resilience, and leadership.

Neurological and Psychological Benefits: Engaging in activities that promote risk-taking and competition can stimulate areas of the brain associated with motivation and reward. This stimulation may lead to increased dopamine levels, enhancing mood and cognitive function. Additionally, such environments can foster a sense of belonging and self-efficacy, contributing to improved mental health and reduced anxiety.

Physical Benefits: Participation in physically demanding activities within male-only groups can lead to improved physical health outcomes. These activities promote cardiovascular health, muscle development, and overall physical fitness. Moreover, the structured nature of these environments can instill habits that contribute to a healthy lifestyle.

Revitalizing Gender-Specific Scouting

Revitalizing programs like the Boy Scouts for boys and the Girl Scouts for girls offers structured environments where children can engage in learning that aligns with their developmental needs. Both genders should have access to essential outdoor skills—camping, bushcraft, navigation, and survival techniques—promoting self-sufficiency and resilience. Separating genders allows boys to embrace their masculine energy fully, learning from male mentors to become strong, competitive, and authentic. For girls, learning from female mentors fosters strength, resilience, and skills that contribute to community prosperity, such as canning, medicine-making, and textile crafting.

Neurological and Psychological Benefits: Outdoor activities, especially those that involve survival skills, have been linked to improved cognitive functions such as memory, attention, and problem-solving abilities. Exposure to natural environments can reduce stress levels and promote mental well-being. For instance, a study by Dadvand et al. (2015) found that higher exposure to green spaces is associated with improved cognitive development in children.

Physical Benefits: Engaging in outdoor adventures promotes physical health by encouraging regular exercise, which is essential for developing motor skills, strength, and overall fitness. Activities like hiking, climbing, and navigating diverse terrains contribute to cardiovascular health and physical endurance.

Navigating the Complexity: Girls Deserve Their Own Space, Too

While it's important to honor the significance of male-only spaces, the conversation around gender-specific activities is complex. Girls, like boys, deserve spaces to develop essential survival skills, and their needs should not be overlooked. However, it's also crucial to recognize that introducing gender-neutral or mixed-gender environments doesn't always address the unique developmental needs of each gender. The goal isn't to take opportunities away from boys but to create empowering, skill-building spaces for girls, without compromising the integrity of male-only learning environments.

As one of the first girls to join the Boy Scouts on Vancouver Island, I've experienced this firsthand. My journey through Boy Scouts eventually led me to participate in Naked and Afraid on the Discovery Channel, where the survival skills I learned were invaluable. However, the lack of structured survival programs in the Girl Scouts left me and other girls with limited options.

In my experience, some Girl Scout chapters don't offer the same level of engagement or outdoor programming as their male counterparts. The Girl Scouts have made strides in some areas, but the structured opportunities to learn survival techniques and embrace physical challenges often fall short. Consequently, girls like me seek out Boy Scouts for these essential skills, highlighting a gap in the system.

Implementing a Balanced Approach

In communities with limited participation, co-ed programs can initially introduce gender-specific learning tracks. Once participation grows, separating genders into their respective groups can provide the necessary structure for deeper skill-building. In the meantime, mixed-gender competitions and challenges can foster cooperation, respect, and unity between the sexes while celebrating each gender's unique strengths.

Conclusion

Creating spaces where boys and girls can develop alongside strong, gender-specific role models is essential for fostering confidence, resilience, and a strong sense of identity. Re-establishing gender-specific scouting programs and structured learning spaces can empower the next generation to thrive, ensuring that boys receive mentorship to become capable men while girls develop resilience and self-sufficiency within their learning spheres.

It's crucial to remember that while gender-specific spaces are valuable, they aim to provide equitable opportunities for both genders, not to exclude one in favor of the other. The journey toward gender-specific learning environments can be complex, but with thoughtful outreach and community engagement, we can create programs where every child has the opportunity to learn the skills necessary to thrive—both in the wilderness and in the world at large.

References:

• Dadvand, P., Nieuwenhuijsen, M., Esnaola, M., Basagana, X., & Alvarez-Pedrerol, M. (2015). Green spaces and cognitive development in primary schoolchildren. Proceedings of the National Academy of Sciences, 112(26), 7937-7942.

• Wolch, J., Byrne, J., & Newell, J. (2014). Urban green space, public health, and environmental justice: The challenge of making cities 'just green enough'. Landscape and Urban Planning, 125, 234-244.

• Colliver, Y., Harrison, L. J., Brown, J. E., & Humburg, P. (2022). Free play predicts self-regulation years later: Longitudinal evidence from a large Australian sample of toddlers and preschoolers. Early Childhood Research Quarterly, 58, 1-12.

• Aitken, W. (2025). 'Every child can be empowered': a teacher on the school trips supercharging personal development. The Guardian.

• Newsome, K. (2025). Why our children need a digital detox - and how outdoor experiences can help. The Guardian.

• Women's Sports Foundation. (2024). The Childhood Hobby Shared by 69% of Women Leaders. Parents Magazine.