Yes.
If the theory is that boys are half formed and still pliable and able to learn better ways of relating, then this must be taken into account when considering the messaging and methods.
Censorious 'calling out' or judgement risks creating defensive responses and worsening the problems purported to be tackled by the lessons.
I think plain, bald stats are perhaps enlightening. Then again, those stats are potentially disturbing for any child.
Lessons would have to also include listening, which would entail potential trauma disclosures.
Encouraging questioning of assumptions might be helpful. But again, this is very difficult with enormous class sizes, teachers already struggling with too much workload, conflicting directives.
Are we asking teachers to solve problems they are in no way trained, prepared, or paid to do?