This accessible guide explores the fascinating intersections between neuroscience, psychology, and education, offering an easy-to-navigate A–Z format that unpacks key concepts, debates, and themes essential to understanding how the brain learns.
From emotions and motivation to memory and attention, the authors reveal how groundbreaking neuroscience challenges traditional beliefs about learning and provides practical insights for transforming education. With clear explanations, concrete examples, and evidence-based recommendations, this book empowers readers to apply neuroscience to real-world teaching and learning. Readers can dip into individual entries or explore the guide in its entirety. It serves as a trusted reference for topics such as growth mindset, screen time, dyslexia, and more. Cross-referenced entries allow readers to follow interconnected ideas, while curated “top ten” lists offer tailored starting points for specific audiences.
This indispensable resource is essential reading for students of psychology, neuroscience, and education, providing a lively and comprehensive primer. It is equally valuable for teachers, school leaders, SEND specialists, and policymakers, equipping them with evidence-based insights to inform their decisions and unlock the potential of every learner.
Table of Contents:
Introduction
A
Abstraction
Action Research – see Qualitative/quantitative methods
ADHD
Adolescence
AI Revolution
Amygdala
Analogies
Anxiety
Attention
Autism Spectrum Disorder
Automaticity
B
Banding/Setting/Streaming – see Grouping
Behaviour
Belonging
Bilingualism
Brain Scan to Lesson Plan
Breakfast Clubs – see Nutrition, Wellbeing, Gaps
Bridge Too Far
C
Circadian Rhythms
Classroom Environment
Class Size
Climate Crisis
Cognitive Control – see Executive functions, Prefrontal
cortex
Cognitive Load Theory
Collaborative Learning
Counterintuitive Concepts
Creativity
Culture
Curiosity
D
Desirable Difficulties – see Forgetting, Learning, Testing
Developmental Change
Developmental Language Disorder
Dyscalculia
Dyslexia
Dyspraxia
E
Early Career Framework
Early Years
Ecological Systems
Embodiment
Emotional Intelligence – see Multiple intelligences
Emotions
Errors
Ethics
Evolution
Exams – see Testing
Executive Functions
Exercise – see Sport 80
F
Feedback
Forgetting
Fun
G
Gaps – Attainment
Genetics
Gender
Giftedness
Grit – see Perseverance
Grouping
Growth Mindset
H
Health
Hemispheres
Hippocampus
Holidays
Homework
Hormones
I
Individual Differences – see Uniqueness
Intelligence
J
Jellyfish
K
Knowledge
L
Language – see Developmental language disorder,
Literacy, Phonics
Learning
Learning Styles – see Multimodality, Neuromyths
Lifelong Learning
Literacy
M
Memory – see Learning, Working memory
Mental Effort
Mental Health
Metacognition
Methods to Know What Works
Mindfulness – see Wellbeing, Transfer
Mistakes – see Errors
Motivation
Motor Skills – see Early years, Embodiment, Jellyfish
Multilingualism – see Bilingualism
Multimodality
Multiple Intelligences
N
Nature Nurture
Neuroanatomy
Neurodiversity
Neuromyths
Neurotransmitters
Novelty
Numeracy
Nutrition
O
Old Age
Oracy
P
Peers
Perseverance
Personalised Learning
Phones
Phonics
Physical Exercise – see Sport
Plasticity
Play
Policy
Predictive Brain
Prefrontal Cortex
Q
Qualitative/Quantitative Methods
R
Random Allocation
Relevance
Resilience
Retrieval – see Learning, Revision
Revision
Reward
Risk Taking
S
Science of Learning
Screen Time
Sensorimotor System – see Embodiment, Jellyfish
Sleep
Social Brain
Social Media – see AI revolution, Phones, Screen time
Socioeconomic Status – see Ecological systems, Culture, Gaps
Spatial Cognition
Special Educational Needs and Disabilities (Send) – see Neurodiversity, Autism, ADHD, Dyslexia,
Dyscalculia
Sport
Stress
T
Teachers
Technology – see AI revolution, Phones, Screen time, Video games
Testing
Top Tips for Monday Morning
Transfer
U
Uniqueness
V
Video Games
Visible Learning
W
Well-being
What Doesn’t Work?
What Works?
Working Memory
Why the Brain Matters?
Z
Zeitgebers
About the Author :
Dr. Cathy Rogers earned her PhD in Educational Neuroscience at Birkbeck, University of London, following a career in science television production. She now works as a science writer.
Dr. Roisin Perry has a PhD in Psychology and Human Development and is a Lecturer at the University of West London. Her research focuses on cognitive development, social inequalities, and neurodiversity.
Professor Michael S. C. Thomas is Professor of Cognitive Neuroscience at Birkbeck, University of London. From 2010 to 2025, he served as Director of the University of London Centre for Educational Neuroscience. In January 2026, he took up the post of Chief Scientific Adviser to the UK Department for Education.
Review :
'This book's an invaluable tool for navigating the science of how we learn. Its novel format makes it super handy for translating jargon into useful concepts for everyday practice. Every teacher should keep one close by!'
Paul Howard-Jones, Professor of Neuroscience and Education, University of Bristol
'A–Z of Educational Neuroscience is an essential guide for bridging neuroscience and classroom practice. It covers a wide range of topics from early cognitive development, adolescent social-emotional growth and attainment gaps to screen time. Rigorous and accessible, it translates complex neuroscience into practical, evidence-based insights for educators, parents and policymakers.'
Sarah-Jayne Blakemore, Professor of Psychology and Cognitive Neuroscience, University of Cambridge Centre for Child, Adolescent and Family Research
