Evidence-Informed Practice
Discover the latest neuroscience research translated into practical, actionable strategies you can implement immediately in your classroom.
A Day of Insight, Inspiration & Connection
Neuroscience for Education Annual Conference:
Adaptive Teaching and Learning in the Classroom
Join educators from across the country for evidence-informed talks that bridge the gap between neuroscience research and classroom practice
Join us on
Friday 12 June 2026, from 09:00 to 16:00 for a day dedicated to transforming teaching and learning through the power of neuroscience. Together, we'll explore how understanding the brain can help us create more inclusive, responsive and effective learning environments for all students.
Inclusive Teaching
Learn brain-based approaches to create more responsive, adaptive learning environments that support every student's unique needs.
Expert Speakers
Hear from leading voices in educational neuroscience, psychology, and classroom innovation who combine research rigor with real-world experience.
Professional Community
Connect with fellow educators, share challenges and successes, and build lasting relationships with professionals who share your passion.
Our 2026 Keynote Speakers
Bridging the Gap Between Neuroscience
and the Classroom
Modern educational leadership is a biological challenge. To navigate the complexities of shifting policy, cognitive fatigue and diverse learner needs, we have curated a line-up of world-class experts who translate high-level research into actionable classroom strategy.
Why These Voices Matter Now
Every strategic choice a school leader makes is filtered through neural systems shaped by stress and experience. By joining us at Woldingham School, you aren't just attending a conference; you are gaining a biological roadmap for decision-making and a practical toolkit for adaptive teaching.
Secure Your Ticket for 12th June Below
Professor Patricia Riddell
Title: Adaptive Teaching, Learning, and the Brain
The Challenge: Rigid lesson plans often fail in the face of widening pupil needs and fast-changing social environments.
The Insight: Professor Riddell, a Professor of Applied Neuroscience, provides an evidence-informed lens for understanding how humans actually learn, regulate emotions and change behaviour.
The Takeaway: Learn how to adapt your teaching to the "biological reality" of your learners' brains (and your own) to manage cognitive load and emotional regulation effectively.
Jonnie Noakes (Eton College)
Title: Equipping Learners with the Skills Needed for Life
The Challenge: The 2026 Schools White Paper demands a "broader and richer" curriculum, yet schools struggle to embed life skills without sacrificing subject depth.
The Insight: As a leading voice in British education, Jonnie focuses on the transition from subject knowledge to applied knowledge. He explores how oracy, resilience, and motivation are not "soft skills," but essential cognitive foundations.
The Takeaway: Practical, evidence-informed methods to embed the "Every Child Achieving and Thriving" objectives into your school’s unique framework.
Dr. James Mannion
Title: Learning to be - Education Beyond Subject Learning
The Challenge: We often treat learning as a purely cognitive exercise, ignoring the social and emotional systems that sit beneath it.
The Insight: Co-founder of Rethinking Education and a PhD in self-regulated learning, Dr. Mannion introduces the Learner Effectiveness Programme. He organises human development across seven vital domains: physical, emotional, habitual, relational, cognitive, moral and navigational.
The Takeaway: A roadmap for an expansive approach to education that transcends subject learning to build long-term academic success and wellbeing.
McKenzie Cerri (Graydin)
Title: Start with Heart - Coaching for Student Agency
The Challenge: In an era of AI, students need more than just answers; they need the capacity to direct themselves through moments of being "stuck."
The Insight: McKenzie Cerri introduces the Start with Heart coaching model. This layer-based approach (Heart, Head, and Steps) builds a student's capacity to navigate internal dialogue and move past unhelpful "blocks."
The Takeaway: Tools to strengthen student resilience and independence, ensuring they remain the directors of their own learning in a technologically complex world.
