Educational Neuroscience Collaboration and Research UK (ENCoRe UK) is pleased to announce its very first conference in London, to be held at Birkbeck University of London on 24th and 25th April 2025. This two-day event will bring together experts, researchers, and students to foster collaboration and innovation in the field of educational neuroscience.

Keynote presentations will be delivered by Prof. Usha Goswami and Prof. Paul Howard Jones, alongside short talks, poster sessions, and discussion tables. Researchers from The Millennium Core for the Science of Learning (MiNSoL), Chile will also present in a special session. The conference is sponsored by Learnus.

For more information, see here.

Deadline for submissions: 10^th of December 2024 5pm

Download the flyer

In this blog, our colleague and collaborator Dr. Erika Galea, talks about how she founded and directs the Educational Neuroscience Hub Europe (Malta). Erika holds a masters in educational leadership and completed her PhD in the Department of Psychology and Human Development at University College London. Her thesis was entitled ‘Regulating Emotions in the Maltese Classroom to Improve the Quality of Teaching and Learning in the Early Years’. She has spent over two decades working in education as a teacher and in senior leadership. The Hub, founded in 2022, is focused on promoting evidence-based strategies to improve teaching and learning effectiveness, emphasising student-centred education. Erika describes the inspiration behind the Hub, and how it is achieving its goals.

Introduction and Impact

The Educational Neuroscience Hub Europe (Malta), of which I am founder and director, has been instrumental in raising awareness and transforming the mindset of educators across Malta and Gozo, from early childhood education through to tertiary education. This transformation involves council of heads, school and college principals, lecturers, senior leadership teams, curriculum coordinators and heads of departments, teachers, learning support staff, as well as psychologists, speech therapists, inclusive coordinators, social workers, and play therapists, all through its extensive training workshops.

Bridging Neuroscience and Pedagogy

By introducing the science of teaching and learning, the Hub aims to bridge the gap between neuroscience and pedagogy. As the expert leading this initiative, I am converging these two disciplines within local schools. Dialogue with experienced educators is of utmost importance, as listening to those who have been trialling and testing teaching strategies for a while is crucial for merging the neuroscientific strategies with their already effective methods. It is important to communicate to educators that this is not about completely changing their methodology, but rather about making small adjustments to enhance its effectiveness in reaching their students in the classroom.

Debunking Neuromyths

A significant focus of the training is to debunk common neuromyths—misconceptions about brain function that can hinder effective teaching practices. For instance, the belief that individuals are either left-brained or right-brained learners is a neuromyth that the Hub actively dispels. Similarly, the Hub addresses the widespread belief in learning styles and multiple intelligences, clarifying that these ideas are not supported by current neuroscientific evidence. By correcting such misunderstandings, the Hub empowers teachers with accurate knowledge, enabling them to adopt strategies that align with how the brain genuinely processes information, including the various types of memory involved.

Evidence-Based Teaching Strategies

A key element of the training workshops is examining the influence of neuroscience on teaching strategies and embedding these approaches within the curriculum, lesson planning, and daily methodology. The Hub’s approach is grounded in evidence-based practices that adopt insights from brain research to enhance teaching methods. Teachers learn how to apply principles of neuroplasticity, the brain’s ability to reorganise itself by forming new neural connections, which is transformative in enabling them to create more adaptable and responsive learning environments. Practical applications, discussed during the workshops, include strategies such as different modes of retrieval practice, with their lesson planning for improving memory retention, fostering critical thinking skills, and boosting overall student engagement through activities that stimulate cognitive development.

Integrating Emotion Regulation, Metacognition and Self-Regulated Learning

Emotion regulation, metacognitive and self-regulated learning strategies are integrated into daily teaching routines, promoting both cognitive and emotional intelligence, as well as a growth mindset, among students. By incorporating these strategies into their pedagogy, teachers not only help students manage their emotions but also support their development of metacognitive and self-regulated learning skills. When students can manage their emotions, they are better equipped to monitor and adjust their cognitive strategies, leading to improved focus and more effective engagement with learning activities. Self-regulated learning further enhances this by empowering students to set goals, develop strategies, and self-assess their progress, all while managing emotional responses that might otherwise hinder their learning.

Enhancing Retention Through Emotional Engagement, Novelty and Relevance

During the workshops, I emphasise the crucial role of presenting relevant content and introducing novelty to enhance motivation and engagement, as well as evoking emotions in teaching to improve the retention of information and skills. By adopting cognitive strategies that incorporate emotional engagement, teachers can help students not only remember content more effectively but also develop the self-awareness and self-regulation skills necessary for lifelong learning. This integrated approach ensures that students are not only managing their emotions but also applying metacognitive and self-regulation strategies to achieve more profound and sustained learning outcomes.

Workshop Structure and Impact

The workshops offer a highly enriching experience, divided into three distinct parts to maximise impact. The session begins with an engaging and interactive talk that presents the theoretical underpinnings of neuroscientific strategies. This is followed by collaborative, hands-on practical work designed to help educators integrate these strategies into their daily methodologies. The final component provides a platform for educators to delve deeper into these concepts, reflect on their practices, and discuss their experiences. This structured approach not only allows educators to critically examine and enhance their methods but also ensures that the strategies are practical and effective for real classroom settings.

Fostering Mindset Shifts and Engagement

Educational Neuroscience focuses on creating awareness of evidence-based approaches, necessitating a change in mindset. This shift fosters engaging and thoughtful discussions, making it a fulfilling experience and a pleasure to positively impact teaching approaches. The insightful questions posed by teachers during these workshops reflect their active engagement and critical reflection on their teaching practices. These interactions highlight the success of the various workshops in promoting a deeper understanding of how neuroscience can inform and improve educational practices. Engaging with experienced educators facilitates a rich exchange of ideas, enhancing the training’s effectiveness and providing newly qualified teachers with new strategies and teaching approaches.

National Recognition and Future Outlook

Since the training and awareness initiatives started last October, teachers and school senior leadership teams nationwide have enthusiastically embraced the educational neuroscience workshops and evidence-based practices throughout the past scholastic year, valuing the insightful and practical strategies provided. There is strong interest in expanding these workshops further, with a focus on providing adequate support during implementation and evaluation phases to measure their impact effectively. Their collective enthusiasm highlights a strong commitment to enhancing educational outcomes through the application of neuroscience principles.

The positive development is that educational neuroscience has been officially recognised and incorporated into the Malta National Education Strategy 2024–2030, which was published in March 2024. Following a consultation with the working group on the National Education Strategy at the Ministry for Education and conducting training sessions for ministry officials, I played a pivotal role in advocating for this inclusion, highlighting the recognition of the significance of educational neuroscience. This strategic move emphasises the commitment to adopting scientific insights to enhance educational outcomes nationwide. By embedding educational neuroscience into the Malta National Educational Strategy, the initiative aims to sustain and expand its impact, ultimately benefiting teachers and students across the country.

I look forward to continuing this journey in the upcoming academic year, delving further into integrating neuroscience principles into teaching and learning.

For more on the Educational Neuroscience Hub Europe (Malta), visit our website. To contact Dr. Galea, email her at: erikagalea@educationalneurosciencehub.com

Here at the CEN, we are very excited about the Spatial Reasoning Toolkit, developed by CEN members Emily Farran and Katie Gilligan-Lee (now at Surrey University and University College Dublin, respectively).

Spatial reasoning involves our interpretation of how things, including ourselves, relate to each other in space, and includes interpreting images and creating representations. We use spatial reasoning in our everyday lives and in many occupations. Importantly, spatial reasoning is strongly linked with achievement in mathematics.

Spatial reasoning can be taught and spatial experiences are particularly important for spatial development in early childhood. However, while research has demonstrated that spatial cognition has a fundamental causal role in success in science, technology, engineering and mathematics (STEM) subjects, its potential remains under-realised because spatial cognition is under-emphasised both in classroom practice and in education policy.

The Spatial Reasoning Toolkit provide resources to help educators support the development of children’s spatial reasoning in sensitive, age-appropriate and playful ways. At the CEN, we particularly love the spatial reasoning keyrings, which give a a quick and handy reference resource summarising the learning trajectories for spatial skills. They provide suggestions for activities to support the development of children’s spatial cognition from birth to 7 years and include spatial language prompts. We have been playing with the Shape Properties keyring ourselves (shown above), but there are also Movement & Navigation and Shape Composition & Construction versions available. You can make your own keyrings using the resources here.

Make time for space in your STEM education!

Here’s Emily describing the toolkit at a recent seminar:

Dr. Katie Gilligan-Lee, an affiliate member of the CEN, is excited to be advertising a funded PhD position in educational neuroscience/developmental psychology at University College Dublin, Ireland. This PhD project will begin in September 2024 and will broadly investigate the role of spatial cognition for Science, Technology, Engineering and Mathematics (STEM) achievement. However, there will be flexibility in the design of specific studies and inclusion of additional research themes. The funding covers both a PhD stipend and fees.

Further information and details on how to apply can be found here. The deadline for applications is: 5pm May 17th 2024. Informal queries can be sent to Katie directly at katie.gilligan-lee@ucd.ie.

Project details: There is convincing evidence that spatial skills play an important role in STEM achievement. However, preliminary evidence suggests that this association may differ for children from different socio-economic status (SES) backgrounds. The goal of this project is to investigate the cognitive mechanisms that underpin spatial-STEM associations and explore the moderating effect of SES on these associations. Wider goals of the project are to promote children’s STEM success inside and outside of the classroom, and to reduce SES-based attainment gaps using cognitive intervention.

The Neurodevelopmental Research (NDevR) lab recently launched a new teacher focused training resource: Supporting the Complex Needs of Children with Genetic Syndromes in Educational Practice (www.findteacherresources.co.uk). Researchers Dr Jo Moss and Holly Snellgrove from the University of Surrey developed this novel, freely available e-resource in consultation with SENCOs, SEN teachers, parents, carers and educational psychologists. Its aim is to raise awareness and understanding of the complex needs of children with genetic syndromes associated with intellectual disability. In this blog, Jo and Holly give an overview of the inspiration behind the resource, and what it comprises.

“Children with neurodevelopmental conditions are known to experience poor developmental, health and wellbeing outcomes compared to neurotypical peers (Beadle-Brown et al. 2005). These inequalities are heightened in children with the most complex clinical presentations and particularly those with intellectual disability (ID) associated with rare genetic syndromes.

Currently rare genetic conditions account for approximately 50% of individuals with severe intellectual disability and 20% of individuals with a mild intellectual disability (Oliver & Woodcock, 2008). Therefore, it’s crucial that educational practitioners receive appropriate training and support to cater for the needs of children with genetic syndromes in classroom settings.

“At present, practitioners working in schools have very limited access to training and information about rare genetic syndromes”

At present, practitioners working in schools have very limited access to training and information regarding these syndromes and due to the rarity of the syndromes, they are unlikely to have significant experience of working with other children who have the same condition. Therefore, condensed and accessible information on genetic syndromes can be invaluable for practitioners (Waite et al, 2014).

The resource we developed features information on a range of topics that teachers/educational practitioners can work through at their own pace. It includes topics such as ‘Co-occurring Conditions’, ‘Understanding Behaviour’, ‘Individual Differences’, and ‘Support for Parents and Carers’.

The resource features informative text and infographics, videos from the research team, teachers, parents and an educational psychologist, links to further resources and reflective exercises. The content of the resource has been informed by research findings from various scientific studies, which can be accessed from the academic papers section.

The resource also has dedicated pages which signpost users to additional resources and useful support groups, both general and syndrome specific, that can enable users to identify further information and support resources.

We hope this resource will help teachers and educational practitioners to further develop their understanding of the ways that children with genetic syndromes can be supported in educational settings. Although the resource was designed primarily for education practitioners, others who support children with genetic syndromes may also find it useful, and it is therefore accessible to all.

The resource can be accessed via the following link: www.findteacherresources.co.uk

The launch event can be found here.”

The CEN has a new book out, written by CEN Director Michael Thomas and Simon Green, entitled ‘How the brain works: What psychology students need to know’. It provides an accessible overview of how the brain works useful to psychology students and to educators.

The book is published by Sage. For a 25% discount, use the code HTBW25 on the Sage website or on eBooks.com (valid until 31/12/24).

Michael says: “We wanted to write an accessible book on how the brain works. When psychology students or educators are introduced to the brain, the material often focuses on the Latin names for different structures, or how brain scanners work. As one student said to us, ‘I wanted to know why neurons communicate both electrically and chemically. I wanted to know why the left side of the brain controls the right side of the body. But whenever I asked these sorts of ‘why’ questions, the teacher kept saying, just learn it, it’s in the textbook’. Simon and I set out to write a book that gives an overall gist of how the brain works and why it works that way, which ultimately led us to placing the brain in its evolutionary context; and then showing how homo sapiens has subsequently stepped out of this context – in the main, through a cultural focus on education. The book shows how our minds have the peculiar properties they do because of how the brain works (including the way we learn); that the brain works the way it does because of biology; and that biology works the way it does because of evolution.”

For more on the book, see Michael and Simon’s recent interview in the Psychologist magazine. Supporting material for the book can be found here.

Our team has been hard at work updating our existing articles about common neuromyths (‘Neuro-hit or neuro-myth?’) to reflect the most up-to-date evidence. You’ll be relieved to hear that nothing has flipped from myth to fact or vice versa! So far, six articles have been updated, and the rest will follow over the coming months. Look out for the ‘Now Updated’ button to catch up on what the most current evidence is for each topic – some changes have been quite small, while other articles have had major rewrites!

Here are some highlights of the changes and additions:

• Is ADHD on the rise in UK schools? This article now reflects changes to the “Diagnostic and Statistical Manual [DSM]” – that’s how conditions are officially defined – which now allow individuals to be diagnosed with both ADHD and autism. We’ve added new content on contemporary research into sex differences in ADHD. The article also has a new title, a new image, and some rephrasing to improve inclusivity of the language.
• Diet makes a difference to learning. Our additions to this article include evidence regarding the links between breakfast consumption and GCSE point scores, and the longer-term effects of healthier diet.
• Mindfulness has a place in the classroom. We’ve extensively revised this article in light of evidence from a recent large-scale trial with teenagers in UK schools. The overall verdict has been changed to ‘It’s complicated’. Two outdated external resources have been removed and a newer resource on implementing mindfulness in schools has been added instead.
• Girls and boys have different cognitive abilities. Throughout the article, language has been changed to reflect distinctions between sex and gender roles present in contemporary literature, with a note defining how the terms ‘sex’ and ‘gender’ were used in the article. We’ve added references to new research on topics that include: eye gaze strategies and gender identity on tests of mental rotation; math anxiety; and the role of cultural gender-egalitarian values in academic achievement. Lastly, we’ve added a new resource from the Women and Equalities Committee featuring lots of reports on sex differences in education and employment.
• Well-rested children do better at school. We’ve added new findings on the role of delayed school start times in academic outcomes, sleep disruptions in neurodevelopmental conditions, and sleep benefits for explicit memory (i.e., learning facts!) in children.
• Learning two languages gives an advantage at school. This revised article now features some reframing of content regarding the debate over the potential bilingual advantage in executive functioning skills. We’ve also dug into some of the finer details of methods in the studies, considering the diversity of multilinguals as a group.

We hope you enjoy catching up on the new evidence as much as we have!

If you’re hungry for more neuromyths content, or perhaps a bit time-poor for a full article, we are also currently releasing a series of videos that distil the major points from these updated pages to less than a minute each. The videos will be going out on our Twitter (@UoL_CEN) and our brand new TikTok page (@educationalneuroscience). Take a look and let us know if you like them!