Thank you to Jonnie Noakes ( Eton College ) , for this week's newsletter. As one of our fantastic speakers for our upcoming conference, we're very pleased to share Jonnie's insights with you here. The 2026 White Paper Every Child Achieving and Thriving, alongside the 2025 Curriculum Review, signals a recalibration of the purpose of education. Knowledge matters deeply for every child’s life chances, but what also matters is what pupils can do with what they know. For those of us in classrooms and leading schools, the question is not whether we value skills for life but how deliberately we build them through everyday teaching. In my upcoming talk, I will explore three strands that sit at the heart of this shift, and how they can be translated into practical, high-impact classroom practice. Confidence, motivation and resilience are outcomes of the curriculum We often speak about confidence and resilience as if they are personality traits or pastoral goals. The White Paper reframes them implicitly as products of learning experiences. Confidence is not innate. It is learnable and therefore teachable. It is built through structured success. Social learning activates attention and motivation systems. Pupils become confident when they are taught how to think and given regular opportunities to articulate that thinking in front of others by explaining, debating and presenting. These activities offer the types of desirable difficulty that strengthen memory through retrieval and articulation, and build resilience. In other words, the very conditions that build knowledge also build confidence and resilience, if we design for them. Oracy as the engine of applied knowledge The Review is explicit that oracy is foundational. Oracy is not simply ‘more classroom talk’. It is the disciplined practice of explaining ideas clearly, reasoning aloud, listening actively, and adapting language to context. Verbalisation supports encoding information, elaboration and metacognition. At its best, oracy is thinking in action, and ‘learning happens when people have to think hard’ (Coe). This has direct implications for curriculum design: oracy must be planned, taught explicitly, and embedded across subjects, not confined to English or Drama. There is an equity imperative here. Access to high-quality spoken language is uneven. Some pupils arrive fluent in the language of the classroom; others do not. If we do not teach oracy deliberately, we risk widening that gap. If we do, we create one of the most powerful levers for social mobility available to schools. Preparing Pupils for the World of Work If communication matters, then we must prepare pupils for its most demanding real-world form: the interview. A interview tests clarity of thought, confidence under pressure, ability to respond to the unfamiliar, and capacity to present oneself with authenticity and precision. These are not innate abilities. They too are learned. There is a strong case for embedding mock interviews within curriculum time, structured opportunities to talk about strengths and experiences, and explicit teaching of professional register and self-presentation. From a cognitive perspective, this is powerful because it provides contextualised retrieval (applying knowledge in new settings), builds transferable schemas for communication, and develops adaptive expertise – the ability to respond flexibly under pressure. We also need to teach interpersonal skills and self-leadership (self-awareness and self-management). We hear much talk in education and the workplace about ‘leadership’, but no-one should even hope to lead others until they have first learned how to lead themselves. We know a great deal about how to do this effectively, some of which I shall explore in my talk. If our pupils leave us with strong grades, but cannot articulate their thinking, advocate for themselves, or face the world of work with confidence, have we truly prepared them? If these questions resonate with your current practice or the challenges in your context I’d be delighted to explore them in more depth at the session. For more content like, this delivered to your inbox, subscribe to our LinkedIn Newsletter .

This week's newsletter has been written by Claire Robinson FCCT . Learning at Work Week always provides an important reminder that learning does not stop when formal education ends. In reality, some of our most important learning happens long after school or university, through experience, reflection, challenge, conversation, failure, curiosity and connection with others. This year’s theme, “Many Ways to Learn,” feels particularly timely. As workplaces continue to evolve rapidly, the idea that learning only happens through courses, training sessions or qualifications has become increasingly outdated. We now understand far more about how people actually learn, grow and sustain performance over time; and neuroscience is helping us to rethink many of the assumptions we have traditionally held about professional development. For many years, education and workplace training have often focused heavily on knowledge acquisition and technical competence. Whilst these remain important, neuroscience increasingly tells us that learning is deeply connected to emotion, relationships, psychological safety, attention, memory, stress regulation and meaning. In other words, humans do not simply learn because information is presented to them. They learn when conditions allow the brain to engage, connect and adapt. This matters enormously in schools and workplaces alike. One of the most significant shifts in recent years has been our growing understanding that the brain is not fixed. Neuroplasticity, the brain’s ability to change and develop throughout life, reminds us that people remain capable of learning, adapting and developing far beyond childhood or formal education. Yet at the same time, neuroscience also reminds us that stress, overload and emotional exhaustion directly affect our ability to think clearly, regulate emotions, retain information and make decisions. This is perhaps one of the greatest challenges facing modern workplaces. Many professionals today are operating in environments characterised by constant change, uncertainty, high accountability and relentless pace . In schools in particular, leaders and staff are often balancing operational demands alongside emotional effort, pastoral responsibility and increasing societal expectations. If we genuinely want learning cultures to thrive, we have to think not only about what people are learning, but also about the conditions in which learning takes place. That is why Learning at Work Week matters. The phrase “Many Ways to Learn” should encourage organisations to move beyond narrow definitions of professional development. Learning can happen through coaching conversations, reflective dialogue, collaboration, mentoring, shadowing, creativity, professional reading, experimentation, observation and lived experience. Sometimes the most powerful learning comes through challenge or uncertainty. Sometimes it comes through listening. Sometimes it comes through being given the psychological safety to admit that we do not yet know. The growing generational diversity within the workforce is another dimension to learning at work that organisations increasingly need to recognise,. Many workplaces now bring together four, and sometimes five, generations of employees, each shaped by different educational experiences, technologies, communication styles and societal expectations. This can sometimes create tension or misunderstanding . Younger employees may seek greater flexibility, feedback and purpose, whilst more experienced colleagues may value established processes, professional resilience and institutional knowledge. However, viewed differently, this generational diversity represents one of the richest opportunities for learning that organisations possess. Neuroscience reminds us that learning is strengthened through exposure to different perspectives, experiences and ways of thinking . Intergenerational workplaces create opportunities for reciprocal learning; experienced professionals bring wisdom, judgement, contextual understanding and relational intelligence, whilst younger colleagues often bring adaptability, digital fluency, innovation and different ways of approaching problems. Neither is “better”; both are valuable. The most successful organisations are increasingly those that create cultures where these differences are not seen as barriers but as assets. Reverse mentoring, collaborative projects, professional dialogue and shared reflective practice can all strengthen organisational learning and reduce unhelpful generational divides. In schools especially, where staff often span several generations, there is enormous potential to learn from one another if cultures encourage openness, curiosity and mutual respect. Neuroscience also highlights the importance of relational learning. Human beings learn best in environments where they feel safe, connected and valued. Trust matters. Belonging matters. Emotional regulation matters. This has profound implications for leadership. Increasingly, successful organisations are recognising that sustainable performance is not built simply through pressure or compliance, but through cultures that develop people well. There is also an important conversation emerging about AI and the future of work . As artificial intelligence increasingly reshapes technical and knowledge-based tasks, the distinctly human aspects of learning become even more important. Creativity, emotional intelligence, communication, adaptability, ethical judgement, collaboration and resilience are becoming critical capabilities for the future workplace. Ironically, as technology accelerates, understanding human learning becomes even more essential. For schools, this presents both a challenge and an opportunity. We cannot simply prepare young people for examinations alone. Nor can workplaces focus only on technical competency. We need to develop individuals who understand themselves, can regulate pressure, communicate effectively, work collaboratively and continue learning throughout their lives. This is where neuroscience can help us move from reactive approaches towards more sustainable, human-centred cultures of learning and development. Importantly, neuroscience should not become another educational buzzword or superficial initiative. It should instead deepen our understanding of people. It should help leaders think more carefully about workload, wellbeing, attention, motivation, reflection, feedback, communication and organisational culture. It should encourage us to ask better questions about how people learn best and what environments allow them to flourish. Learning at Work Week is therefore not simply about celebrating training opportunities. It is about recognising that learning sits at the heart of growth, adaptability and human development throughout life. In a world changing as quickly as ours, perhaps the organisations that will thrive are not those with all the answers, but those most willing to remain curious, reflective and open to learning in many different ways. For more content like this, subscribe to our LinkedIn newsletter.

This week's edition is written by Julia Harrington , Founder of Neuroscience for Education and former Headmistress. Over the past few years, we've witnessed an unprecedented shift in how young people develop socially and emotionally. Classrooms are filling again but something has changed and the science is telling us we need to pay attention. If you've noticed that your students struggle to read emotional cues, manage their own feelings, or respond with genuine care rather than anxiety when someone else is in distress, you're not alone. And it's not a character flaw. It's neuroscience. What Happens in the Brain During Empathy Empathy isn't a single feeling. It's a sophisticated system that has evolved over millennia to help us survive and thrive together. When we understand how empathy actually works in the brain, it changes how we think about teaching it. The journey begins in the more primitive parts of our brain responsible for detecting emotion and triggering our survival responses. When a child sees another student upset, they don't choose whether to notice; their brain does it for them. But here's where it gets interesting: noticing someone else's distress is just the beginning. The Gap Between Noticing and Helping There's a critical distinction that neuroscientists have identified and it matters enormously for how we support our students. When children feel another person's pain intensely (what researchers call empathic distress) they can become overwhelmed. Their stress levels rise. They might withdraw, shut down or even avoid situations where they might encounter someone in need. In contrast, there's another response called compassion - an other-focused emotion that allows young people to feel for someone without being flooded by the experience. This state activates reward centres in the brain and actually motivates caring action. Choosing which of these responses to engage is learnable. Why Your Students May Be Struggling For many students, 2020-2024 interrupted a critical window for developing these neural pathways. Social development didn't pause, it was disrupted. Fewer face-to-face interactions meant fewer opportunities to practice reading facial expressions, adjusting tone of voice based on social feedback or working through the natural friction of peer relationships. Increased screen time, reduced visibility of non-verbal cues and elevated family stress during lockdowns all left their mark on developing brains that were still building the foundations of emotional understanding and regulation. The result? Young people who may have strong intellectual capacity but whose emotional regulation systems need intentional rebuilding. The Brain's Built-In Reward System What's hopeful about the neuroscience is this: the human brain is designed to care. Empathic responses activate reward centres. When we help someone, when we understand another person's struggle, our brain literally makes us feel good for being kind. The challenge is that young people need support to reach this state, especially if they're stuck in empathic overwhelm or emotional numbness. This is where teaching empathy becomes one of the highest-leverage interventions schools can offer. What Schools Can Do The evidence is clear: empathy isn't a nice-to-have. It's foundational to mental health, learning capacity and social connection. When empathy is underdeveloped: Social connection weakens Emotional regulation becomes more difficult Young people struggle to process challenging feelings effectively They become more vulnerable to burnout and compassion fatigue themselves But there's equally compelling evidence that empathy can be actively nurtured through everyday school practice. For instance, teaching children to name their emotions is one practical example with real neural impact. When a child simply labels what they're feeling - "I'm frustrated," "I'm anxious" - activity in the brain is better able to regulate the emotional response. The feeling is still there, but the intensity drops and the child becomes more resourced. The schools making the most progress are those taking an intentional, whole-school approach, building empathy education into the daily life of the institution rather than treating it as an add-on or a one-off lesson. For educators, the question isn't whether to teach empathy. The question is: How do we embed this into our school culture and practices in a way that's sustainable, evidence-based and actually works for our students? This is especially urgent for the cohort of young people who've just navigated a disrupted adolescence. They're ready to rebuild and they need our intentional support to accomplish this. Subscribe to our LinkedIn newsletter for more content like this.

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