In gender based classes, they might get greater opportunity to grow and learn under conditions that are more conducive to each category. As these classes would be designed to support and motivate each category to open out to needed levels or proportions, it has greater scope for making improvements in their performances as well (DePape 6). Such classes increase the scope for bettering the skills as they adopt the most befitting approaches or strategies. "Gender specific learning environment" might provide better opportunity for the students to thrive (Sax 6). In a single gender classroom, majority of the students would have similar or complementing traits, which itself could boost the performances probably because the inhibiting factors appear to be minimal. Boys appear to be more "interactive" as well as "disruptive" in nature and hence the presence of boy students in the class might create negative impacts on the girl student's performances (Smyth 47). Such disturbances could be nullified in a single sex classroom, which in turn might facilitate in bettering the academic achievement of girl students. Dee has opined that interactions between teachers and students also seems to influence the student performances and so these single sex classes could be designed to promote desired levels of interactions (529). Researchers like Smith believe that single gender classrooms could better address the "social and academic needs" of the student (20). From a purely academic point of view single gender classes during the initial years of education could provide a better academic experience for each gender.