News – Neuroscience for Education

Teaching the Minds That Will Shape Tomorrow

Tue, 18 Nov 2025 19:29:15 GMT

The Neuroscience of Future Citizenship

The latest Curriculum and Assessment Review (November 2025) places citizenship at the heart of education, highlighting areas such as media literacy, financial literacy, democracy, and climate education — all vital to preparing pupils for life in modern Britain. But good citizenship isn’t only about knowledge. It also requires the development of the cognitive, emotional, and social skills that help pupils use that knowledge wisely. Neuroscience offers practical insights into how teachers can nurture these deeper capacities.

Here’s how an understanding of the brain can help develop future citizens — and some simple ways to bring this into your classroom.

1. Understanding Your Place in Society – The Social Brain

We know from neuroscience research that our brains are wired for connection with others. The temporoparietal junction and prefrontal cortex help us to imagine and therefore better understand others’ intentions and our own social role. But this requires children to be in situations in which they have the opportunity to consider events from another perspective.

Teachers can create this opportunity: Use group projects that require pupils to take different roles (leader, communicator, researcher). Afterwards, discuss how each role contributed — linking personal contribution to community benefit.

2. Thinking Critically – The Prefrontal Cortex in Action

Critical thinking relies on executive functions: inhibiting actions that have been rewarding in the past, reasoning about the consequences of our actions, and using working memory to compare and contrast different perspectives. Developing fluency in these processes requires practice.

Teachers can provide safe places to practice new skills: When analysing news or social media, ask pupils to pause and predict before revealing facts. Encourage them to reflect — “What made you believe that?” You might even encourage pupils to treat every day as April Fool’s Day and ask - “How might someone who was trying to fool you have written about this topic?” This activates neural networks for reasoning and self-regulation.

3. Engaging with Diversity – Noticing and Addressing Bias

The brain uses shortcuts (biases) to process quickly and efficiently, but this can lead to unconscious behaviours and/or judgments that we would not choose if we were to think about these consciously. Bringing these automatic processes to consciousness is therefore the first step toward noticing when our behaviour can unintentionally lead to us being unkind to some groups of people.

Teachers can help pupils to notice this: Use bias-awareness games (“Who would you trust to…?” scenarios) followed by discussion on how first impressions form — and how the brain fills gaps with assumptions. Create stories that cause pupils to make assumptions about a character’s gender, race or religion and use these to demonstrate that their assumptions can be wrong.

4. Building Empathy – Oxytocin as Hero and Anti-Hero

When we are with a group of people that we are familiar with and like, the brain releases oxytocin. This hormone increases our liking or, and trust in, familiar others. In this way, it helps to build empathy within groups. However, oxytocin also causes us to distrust people or groups with whom we are less familiar. Teachers can help pupils to experience the pleasure and pain of oxytocin.

Teachers can: Create an exercise in which pupils provide praise and positive acknowledgement of the role that other pupils play in their lives. When complete, ask them to describe how they feel about the group. This provides an opportunity to feel the benefits of oxytocin in bringing groups together. Now give them a list of tasks that pupils in a school might be asked to do as part of a citizenship challenge, e.g. litter picking in the playground, or helping teachers to tutor younger children. The list should include tasks that the pupils will enjoy and some that they are likely not to enjoy. Ask your pupils to distribute these tasks between their own class and another class. What you should find is that the pupils keep the good tasks for their class and assign the less good tasks to pupils with whom they are less familiar. This is the effect of oxytocin in reducing trust and liking of others.

5. Developing Resilience – Willingness to Try

Resilience grows when pupils experience manageable challenge which leads either to success or to a moderate failure from which they easily recover — this is what neuroscientists refer to as stress inoculation.

Teachers can help student build resilience: Teach pupils about the brain’s ability to change (neuroplasticity). When setbacks occur, remind them that this can lead to greater neuroplasticity – so long as they learn from the experience. Providing an opportunity for pupils to reflect on what happened and how they might behave differently in the future, and what skills they might need to improve to do this, can help them to learn how to build their own resilience and be willing to experience different opportunities in the future. There is no failure – there is only feedback.

6. Creating Evidence-Based Arguments – Logic and Emotion in Balance

Effective civic engagement requires balancing rational thought (prefrontal cortex) or evidence to support an argument with emotional resonance (limbic system) or a great story that helps others to see why the argument is important.

Teachers can help pupils to do this: When debating, have pupils think about the emotional journey they would like their audience to have. They might start by feeling curious, a little anxious that they don’t know what is coming but then feel reassured and amused at their own lack of knowledge. Having the pupils build the emotional journey before adding the more rational evidence can encourage them to see the importance of telling stories that engage.

Bringing It Together

Citizenship education develops not only knowledge of democracy and rights but also the neural habits of empathy, curiosity, fairness, and reflection. Teaching with the brain in mind helps pupils understand how their brains contribute to becoming a successful citizen — they don’t just learn what being a good citizen is, they learn how to do citizenship.

The Neuroscience of Bullying: Understanding the Brain to Build Kinder Schools

Tue, 11 Nov 2025 06:50:43 GMT

What neuroscience reveals about the lasting impact of bullying—and how educators can help every child feel safe, connected, and ready to learn.

Bullying is more than unkind behaviour — it is a form of psychological stress that we now know can profoundly shape a child’s brain, learning, and emotional wellbeing. Defined as repeated, intentional harm involving an imbalance of power, bullying may be physical, verbal, relational, or digital (cyberbullying). It can stem from differences in race, gender, disability, or simply from perceived “otherness.”

Whatever its form, bullying creates an environment of fear and insecurity that can disrupt learning and development for years to come.

Recognising Bullying and Its Hidden Effects

Bullying can be overt — physical aggression, teasing, exclusion — or subtle, such as persistent social isolation or online humiliation. Children who are bullied often appear withdrawn, anxious, or unusually tired. Some may develop somatic symptoms such as headaches, stomach aches, or sleep difficulties. Others may show changes in school performance or social relationships.

Importantly, the effects are not only emotional — they are neurobiological. Recent studies using brain imaging have shown that children who experience bullying display changes in brain structure and function. These include differences in the amygdala (which processes threat and emotion), the prefrontal cortex (involved in decision-making and self-control), and regions such as the fusiform gyrus and insula, which help us recognise faces and interpret our own and others’ feelings. These neural alterations can impair memory, cognitive flexibility, and emotional regulation — key skills for learning and social interaction.

In fact, research suggests that children who are bullied may face twice the risk of attempting suicide in adulthood, highlighting the serious and lasting effects of such stress on the developing brain.

What Teachers and School Leaders Can Do

While bullying has complex causes, schools can play a powerful role in prevention and recovery. Neuroscience offers insights into how to support both the bullied and those who bully others. Here are four key actions:

1. Create emotionally safe classrooms.

Safety is the foundation for learning. Children’s brains cannot engage in reasoning or creativity when they feel threatened. Teachers can build safety by using predictable routines, positive language, and consistent boundaries.

2. Model empathy and emotional regulation.

The brain can learn through imitation. When adults respond calmly to conflict, children’s neural systems for emotion regulation — particularly in the prefrontal cortex — are strengthened. Encourage pupils to name emotions and practise perspective-taking.

3. Build social connection and inclusion.

Connection is a biological antidote to stress. Group activities, peer mentoring, and restorative practices reduce isolation and re-engage the brain’s social networks, helping children rebuild trust and resilience.

4. Educate about the brain and behaviour.

When children and staff understand that stress changes the brain — and that the brain can recover through supportive relationships — compassion replaces blame. This helps schools move from punishment to prevention.

A Call to Action

Bullying is not just a behavioural issue; it is a neurological and emotional crisis that demands understanding and care. By recognising the brain’s role in how children respond to stress, educators can create environments that not only prevent bullying but also promote healing and learning. Neuroscience reminds us that every act of empathy, safety, and inclusion helps reshape young brains — and futures — for the better.

Leading with the Brain in Mind: The Neuroscience of Conflict Resolution in Schools

Wed, 08 Oct 2025 15:59:57 GMT

How understanding the brain can help educational leaders resolve conflict effectively

Conflict is inevitable in schools — between staff, students, parents, and even within leadership teams. Yet, how leaders respond to conflict often determines whether it becomes a moment of division or an opportunity for growth.

This Conflict Resolution Day, it’s worth pausing to consider: what if the key to resolving conflict more effectively isn’t just emotional intelligence, but neuroscience?

A deeper understanding of how the brain reacts under pressure can help educational leaders stay calm, think clearly, and create fairer, more productive outcomes for everyone involved.

The Brain Under Pressure

When conflict arises, the amygdala—the part of the brain that responds to threat—can activate a stress response causing us to react less rationally than we do typically. This can manifest in leadership as aggression, avoidance, or non-assertion.

· The aggressive response says: “I must win.”

· The avoidant response says: “I’ll pretend this isn’t happening.”

· The non-assertive response says: “I’ll give in to keep the peace.”

None of these responses lead to sustainable solutions. The neuroscience of leadership shows that effective conflict resolution depends on activating the more rational decision-making systems responsible for reasoning, empathy, and planning. When we manage our emotions and stay grounded, we are better able to think flexibly, listen deeply, and respond rather than react.

The sweet spot between aggression and avoidance is assertiveness — the ability to express our own needs while respecting those of others. Assertiveness keeps both emotional regulation and empathy engaged, leading to more collaborative and fair outcomes.

Fairness: A Deeply Wired Need

Neuroscience research shows that the brain is hardwired to care about fairness. When we perceive fair treatment, the ventral striatum is activated, creating a sense of social reward. When we experience unfairness, however, regions in the brain that represent our beliefs and values (prefrontal cortex) and indicate how we feel about events (insula) are activated — which can result in us feeling frustration, resentment, and mistrust.

In schools, where hierarchies and competing pressures abound, leaders who understand this can prevent resentment by ensuring procedural fairness (clear, consistent processes) and distributive fairness (fair outcomes and recognition). Doing so keeps both hearts and minds engaged, even in challenging conversations.

Four Neuroscience-Informed Actions for Leaders

1. Plan for calm.

Before addressing a difficult issue, pause to regulate your state. Slow breathing, brief movement, or reframing the situation can restore balance and keep your rational brain engaged.

2. Clarify rights and responsibilities.

Ambiguity breeds conflict. Clearly define who holds which responsibilities — and what rights come with them. This transparency activates fairness networks in the brain and reduces the anxiety that uncertainty creates.

3. Lead with empathy.

Use your “theory of mind” — the brain’s ability to imagine another person’s perspective. This doesn’t mean you have to agree with everyone. Instead, by understanding how others think and feel you can increase the chances of engaging with challenge constructively and therefore building stronger relationships.

4. Communicate assertively.

Frame discussions with an equal focus on your own needs and the needs of others’. Say, “Here’s what I need e.g. from this meeting”, — and “I want to understand what you need too.” Assertive language activates cooperation rather than defensive circuits in the brain.

The Neuroscience Advantage

Leadership in education is as much about managing emotions as it is about managing strategy. Neuroscience helps leaders understand not just what happens in conflict, but why. By understanding the way the brain works — and learning how to guide this effectively — leaders can move from reaction to reflection, from confrontation to collaboration.

Our Neuroscience for Educational Leaders programme goes beyond traditional leadership training to show how the brain’s networks underpin decision-making, resilience, and empathy. It offers the tools to lead with both confidence and compassion — skills that transform not just conflict, but culture.

This Conflict Resolution Day, take the first step toward leading with the brain in mind. Because when we understand how the brain works, we can work better with people.

Understanding ADHD Through a Neuroscience Lens: What Teachers Need to Know

Wed, 08 Oct 2025 11:48:48 GMT

Using neuroscience to move from managing difference to embracing every learner’s potential.

Every classroom is a tapestry of minds—each learner bringing a unique pattern of strengths, challenges, and ways of engaging with the world. As educators, we often talk about “neurodiversity,” yet few of us have the chance to see what that truly means inside the brain. During ADHD Awareness Month, it’s the perfect time to pause and explore how understanding the brain can transform how we teach, connect, and support every learner.

From “Deficit” to “Difference”

Historically, conditions like ADHD, dyslexia, and dyspraxia have been described in terms of what individuals cannot do. This “deficit” language divides learners into those who are “typical” and those who are “not”—creating an artificial separation that fails to recognise human diversity.

Neuroscience invites us to see things differently. Our brains are as varied as our fingerprints, and these variations often come with both challenges and strengths. What we call “neurodivergence” might simply reflect the natural range of human cognitive wiring—each pattern evolved for different contexts and needs.

Inside the ADHD Brain

Recent brain imaging research helps us understand why attention, impulsivity, and energy levels can vary so dramatically among learners. In typically developing children, key neural networks mature to work in balanced coordination:

The Default Mode Network (DMN) supports reflection, imagination, and internal thought.
The Central Executive Network (CEN) manages focus, problem-solving, and decision-making.
The Salience Network (SN) acts as a switch, helping us shift between internal and external attention when something important happens.

In children at risk for hyperactivity or impulsivity, these networks show greater connectivity than in their peers (Jones et al., 2023). This means the brain’s systems are talking to each other too much, making it harder to filter out distractions or maintain sustained focus. Interestingly, this pattern mirrors what we see in younger brains—suggesting a delay in the typical maturation of neural connections, not a fixed deficit.

And yet, this same neural configuration brings strengths. Studies show that increased interaction between these networks enhances creativity, curiosity, and sensitivity to novelty—traits that are invaluable in problem-solving and innovation.

What Teachers Can Do

So how can we bring this understanding into the classroom? Here are four neuroscience-informed approaches to support learners with ADHD—and benefit everyone:

1. Foster novelty and curiosity. The ADHD brain thrives on stimulation and discovery. Rotate learning formats, use quick “micro-challenges,” or introduce unexpected questions to reignite engagement.

2. Encourage self-directed movement. Allowing students to stand, stretch, or use fidget tools helps manage excess energy and supports self-regulation—because movement activates the same neural circuits involved in attention.

3. Structure time externally. Time blindness is common in ADHD. Use visible timers, verbal countdowns, or visual schedules to externalise time and help students manage transitions.

4. Celebrate strengths. Reframe distractibility as attentional flexibility and impulsivity as readiness for action. Encourage learners to see how these traits can be powerful in creative or fast-paced contexts.

There’s So Much More to Learn

Understanding ADHD through the lens of neuroscience is just the beginning. When teachers grasp how the brain develops, learns, and adapts, they unlock new strategies to reduce stress, increase engagement, and support neurodiverse learners more effectively.

Our Applied Neuroscience for Teachers programme delves deeper into how brain networks shape learning and behaviour—and how small, evidence-based changes in the classroom can make a big difference.

This ADHD Awareness Month, take a moment to reflect not just on how students behave, but how their brains work. With a little neuroscience, we can move from managing difference to truly embracing it.

AI Natives: How Are We Preparing the Next Generation?

Mon, 14 Jul 2025 13:41:38 GMT

Empowering young minds for a future where AI is everywhere BUT critical thinking still matters.

How will AI impact the next Generation of School-Leavers? Generative AI is here to stay and soon there will be a generation of children who have grown up with this as their reality. They will be AI natives. The question we need to ask now is what they will be using AI to do and how might this affect their roles in the workplace of the future?

While many companies are using generative AI to complete tasks, thus resulting in job losses in some areas of work, more people are being employed in other areas where humans still outperform AI. So how do we skill our current students so that they are able to take the jobs of the future?

There are two extreme versions that we might consider. In the first version, AI is used to integrate, critique and write for students reducing their cognitive load. However, this version runs the risk of creating a generation of students who do not know how to think for themselves and are therefore dependent on AI in the workplace. This is a risky version of the future since the sorts of jobs that don’t require too much deep thought might be just the jobs in which AI replaces human labour.

In the second version of events, we take the best from each of what humans and AI can do. For the moment, while AI is excellent at analysis and any tasks that require long-term focus and concentration, the human brain is still better at critical thinking. By training the next generation to think critically about the results that AI generates, we are providing them with the skills that will make them useful in a human-AI workplace where critical thinking is still necessary to check and verify AI output.

What are you doing to equip your students to work with AI and to have skills that will still be required in the future?

If you'd like to learn more about critical thinking for the next generation, join our course Neuroscience for Teachers. Find out more here .

Belonging in School Communities

Thu, 24 Apr 2025 13:19:53 GMT

How Inclusive Practices Foster Connection, Engagement, and Success for Students and Staff

Inclusion in education refers to the practice of ensuring that all students, regardless of their diverse backgrounds, abilities, or needs, are welcomed and supported in schools, fostering an environment where every student can participate fully and achieve their potential.

Inclusive education is important as it has been shown to improve academic achievement, social development, emotional well-being and preparation for functioning in a multicultural society. Thus, it is important to consider what steps can be taken to improve inclusion in our schools. One important aspect of inclusion is a sense of belonging and this is important for both the pupils in our schools and the staff that teach them.

Sense of Belonging in Schools for Teachers and Pupils

A sense of belonging within a school community is crucial for both students and teachers:

> For Students : Feeling connected to their school enhances students’ engagement, attendance, and overall academic performance. When young people feel safe and valued at school, they are more likely to experience positive social connections and a confident sense of self, which contributes significantly to their success. Social connection both increases activity in the dopamine reward system and decreases stress. By contrast, lack of social connection can lead to loneliness and exclusion which activates our threat system and decreases engagement with learning.

> For Teachers : Educators who feel a sense of belonging are more motivated and effective in their roles. A supportive environment enables teachers to collaborate, share best practices, and maintain a positive outlook, which directly impacts their teaching quality and student outcomes. When teachers do not have a sense of belonging, they can become demotivated, feel out of place in their environment, thus decreasing their willingness to be a full member of the community.

Having strategies in place to ensure that pupils and staff feel a sense of belonging can increase inclusion and improve engagement and performance. Here are some tips for how to improve sense of belonging:

Top Tips to Improve a Sense of Belonging in Schools

1. Foster a Culture of Community : Creating a school culture that emphasizes community and belonging can significantly improve attendance and engagement. When students feel part of a supportive community, they are more likely to attend school regularly and participate actively in learning. Use an inclusion calendar to note important cultural holidays and days that celebrate diversity and use this to plan events that increase awareness of the value of diversity within the school community.

2. Develop a Positive and Proactive Approach to Behaviour : Implementing strategies that promote good behaviour, especially in social situations, creates an environment where students can build strong, positive relationships with peers and staff. This approach contributes to a more inclusive atmosphere where students feel understood and secure. Share a vision of what an inclusive culture looks like and the benefits it brings. Explain what behaviours are required to support this and what behaviours are unacceptable with the consequences that will result from poor behaviour. Enforce this consistently until it becomes the norm.

3. Notice Early Warning Signs of Not Belonging : Help staff and pupils to better understand the negative impact of not belonging and suggest that everyone becomes involved in create an inclusive community Staff might notice individuals who seem to be excluded and help them to better integrate into the community, while pupils might be encouraged to notice when another pupil is excluded and either help them integrate or let a member of staff know so that the individual can be provided with support.

4. Provide Early Intervention Support : Identifying and addressing students’ needs early can prevent the escalation of issues and promote inclusion. For example, educational psychology services that focus on early identification and holistic support can help create an environment where all children feel accepted and valued.

5. Enhance Teacher Training : Equipping teachers with the skills and knowledge to support diverse learners is essential. Training programs that focus on inclusive practices enable teachers to create supportive learning environments that cater to all students.

6. Engage Families and Communities : Building strong partnerships with families and the wider community fosters a sense of belonging and supports inclusive practices. Engaged parents and community members can provide additional resources and support, enriching the educational experience for all students.

By implementing these strategies, schools can create more inclusive environments that promote a sense of belonging for both students and teachers, leading to improved educational outcomes and a supportive school community.

AI in Schools: How might it affect learning?

Mon, 20 Jan 2025 14:23:10 GMT

Navigating the Future of AI in Learning

Artificial Intelligence (AI) is transforming education by offering innovative tools for teachers and students, improving administrative efficiency, and personalising learning experiences. However, this integration challenges teachers and their pupils to develop skills to engage critically with AI-generated content.

Benefits for Teachers and Pupils

For teachers, AI reduces the burden of routine tasks such as grading, scheduling, and lesson planning. Automated assessment tools can analyse students’ work quickly, allowing teachers to focus on the human, interactive aspects of teaching, such as providing emotional support and fostering creativity. AI-powered platforms also enable educators to design individualised learning plans. For example, adaptive learning systems can analyse a student’s progress and adjust the difficulty of tasks or suggest resources tailored to their needs. This helps address diverse learning styles and abilities, making education more inclusive.

For pupils, AI expands access to learning opportunities. Intelligent tutoring systems provide personalised guidance and real-time feedback, helping students grasp challenging concepts. Language-learning apps, such as Duolingo, leverage AI to customise lessons and keep students engaged. Additionally, AI tools like text-to-speech and predictive text assist students with disabilities, levelling the playing field.

Ethical Considerations

Despite its potential, AI in schools raises significant ethical concerns. One important ethical issue is bias. AI systems, trained on specific datasets, may inadvertently reinforce stereotypes or disadvantage certain groups of students. For instance, predictive algorithms might unfairly assess students’ potential based on past performance rather than innate ability. Teachers must be aware of the potential for bias and take steps to check whether this has happened, inadvertently, and to rectify it when it does happen. This requires specific critical thinking skills.

AI could also influence the autonomy of learners. Students might be tempted to accept AI outputs uncritically, potentially undermining independent thinking and creativity. Learning how to interact with AI in ways that increase the opportunity to learn and do not stifle creativity will be vital.

Another challenge is the potential for misuse. AI-generated content, such as essays or homework solutions, may encourage academic dishonesty. Students might bypass the learning process by using AI tools to complete assignments, which could undermine their intellectual growth. Finding ways to spot AI-generated content which is being used without thought about the veracity or reliability of the material generated will be an important skill for teachers to develop.

Learning to Critique AI-Generated Material

As AI becomes more pervasive, teachers and students must learn to think differently and critique AI-generated content effectively. This requires teaching critical thinking and digital literacy from an early age. Pupils, and their teachers, need to understand how AI operates, including its strengths, limitations, and biases. For example, they should be able to analyse whether an AI-generated essay is logical, factually accurate, and free from bias. This provides an opportunity for teachers to develop critical thinking skills in their students by providing a real-life and highly important application for critical thinking skills thus helping to motivate students to learn these skills.

Neuroscience Implications

Creating tools to teach critical thinking in an AI world will benefit from a good understanding of the mechanisms in the brain that are required for this skill. Creative thinking is a complex cognitive process requiring many networks in the brain including logical thinking, intuition, selective attention, working and long-term memory, and judgement. By understanding how the brain develops these skills, programmes suited to different developmental stages can be honed.

Some examples of what teachers might do to encourage the critical thinking required include creating activities where students compare AI-generated responses with human-created ones to identify differences in reasoning, tone, and quality. This will help students to learn what aspects can be used to spot AI-generated material. Encouraging questions like, “What data might the AI have been trained on?” or “What perspectives might be missing?” helps cultivate analytical skills. And checking whether statements are based on opinion or evidence can help students to develop a means to critique their sources – whether human- or AI-generated.

By fostering critical engagement, schools can prepare students to navigate a world increasingly shaped by AI. Understanding the neuroscience behind the skills required will be important in this preparation.

How to Study Effectively

Wed, 18 Dec 2024 12:03:07 GMT

Maximise Your Learning: Four Proven Strategies for Effective Studying

From the start, it is important to recognise that the strategies that many students use are seldom the most effective. For instance:

Do you use highlighting and/or underlining text to indicate what needs to be learned?

This does not work since knowing what to learn and learning it are not the same thing.

Do you leave studying to the last moment and then cram all your study into a short period.

This might provide you with sufficient content to pass an exam, but it does not create sticky learning that can be used in the future. This means that you might have to relearn material that you thought you already knew.

Fortunately, there are study techniques, based on recent neuroscience research, that work to both help create memory for information to be used in exams and promote long-term learning that lasts a lifetime.

Here are four strategies that, if practiced regularly, will make your revision as effective as possible

1. Plan your studies

Plan when you will study and what topics you need to cover well before the start of the exams allows you to be in control of your revision. Make sure to build in time off to see friends and family, time to exercise and time to think.

2. Make tables, lists, mind maps or flash cards

Summarise the information you want to learn in tables, lists, mind maps and flash cards. This technique requires you to understand the topics so that you can select the key information to revise. This personalises the information and makes it more memorable. This will help you to select the material you want to remember so that it is held in working memory.

3. Test yourself on your tables, lists mind maps and flash cards.

Ask a friend or family member to test you on the content of your tables, lists, mind maps and flash cards. This will help you to encode the information in long-term memory and gives you a chance to check that the material is not forgotten. Becoming proficient at recalling this information is important in building your confidence that you remember everything and will be able to recall this when you need it.

4. Practise past papers

Use past papers to test yourself on how well you can apply all the information you have learnt in an exam situation. This allows you to be sure that you can remember the information under exam conditions. Put all your revision materials away and set a clock for the time that you will have in the exam. Then sit the paper as if you were taking the exam.

In conclusion, adopting effective study strategies is crucial for not only succeeding in exams but also retaining knowledge for the future. By planning your revision, using summarisation techniques like tables, lists, and flash cards, testing yourself regularly, and practising past papers, you can enhance both your immediate exam performance and long-term learning.

These evidence-based methods, rooted in neuroscience, help create lasting memories and ensure that you are better prepared for any challenge. With consistent practice, these techniques will make your study sessions more efficient, leaving you confident and well-prepared for exams and beyond.

View from the Top: Julia Harrington on Educational Neuroscience

Thu, 30 Sep 2021 10:03:00 GMT

Talk Education, the guide to the world’s best private schools, has launched an exciting new thought leadership initiative: View from the Top. It’s an opportunity for heads to air their opinion about a single issue – anything from the joys of co-education to how to ensure pupils leave future ready. To kick off the series, Julia Harrington, head of Queen Anne’s School, Caversham , shares how educational neuroscience influences her school – and how it has helped support pupils through the pandemic.

Neuroscience for Teachers programme begins

Mon, 25 Jan 2021 16:26:00 GMT

We are excited to report that the Neuroscience for Teachers programme started this month, to great success.

The six workshops will concentrate on neuroscience and how to use this within the classroom and in teaching young people. We are delighted to have over 30 teachers involved in this pioneering programme, who come from a range of educational settings across primary and secondary schools from both the state and independent sectors.

Professor Patricia Riddell will be running this CPD accredited course which will be running online and remotely due to the current pandemic.

We have had some fantastic feedback after the first session – you can take a look at some of these testimonials below:

You can download this Information Sheet to find out more. Take a look at the video below to see a welcome message to the course from our BrainCanDo Founder and CEO Julia Harrington.