Girls reported more positive attitudes towards relationships, meaning that they tend to be more interested in the opinions of others and want others to succeed. Boys, on the other hand, are more likely to see the instrumental benefits of teamwork and how collaboration can help them work more effectively and efficiently. Students who reported more positive student-student interactions score higher in collaborative problem solving, even after considering the socio-economic profile of students and schools. Schools that succeed in building on these attitudes by designing collaborative learning environments might be able to engage disadvantaged students in new ways.