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• Home
• About Us
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• March 2017 – Neuroscience in the Classroom
• October 2016 – Neurocuriosity Workshop
• October 2014 – Science of Learning
• March 2014 – Educational Neuroscience
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• What’s a control group? Why do I need one?
• Previously…
• Further reading
• How the brain works
• Common misconceptions about the brain
• Children do better in school if they were born in the autumn
• Children have different learning styles
• Diet makes a difference to learning
• Fish oils improve learning
• Girls and boys have different cognitive abilities
• Intelligence is fixed
• Is the number of children with ADHD in UK schools increasing?
• Learning two languages gives an advantage at school
• Left brain versus right brain thinkers
• Mindfulness has a place in the classroom
• Most learning happens in the first 3 years
• Physical exercise enhances learning
• The future of education is brain stimulation
• Violent video games make children more violent
• We only use 10% of our brains
• Well-rested children do better at school
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• At the front of the brain: The prefrontal cortex (PFC)
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• Educational neuroscience
• About the film
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• Everything you and your teachers need to know about the learning brain
• What works in my classroom
• https://educationalneuroscience.org.uk/wordpress/page/2/
• SEND, deprivation, and why simple stories don’t help
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• Uncategorized
• Unpacking polygenic scores: A reflection on the 2025 PET Annual Conference
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• New role for CEN Director
• https://educationalneuroscience.org.uk/wordpress/2026/01/06/new-role-for-cen-director/#respond
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• Educational Neuroscience in Chile
• https://educationalneuroscience.org.uk/wordpress/2025/12/15/educational-neuroscience-in-chile/#respond
• UNLOCKE
• here
• Reading, coloured overlays, and visual stress
• https://educationalneuroscience.org.uk/wordpress/2025/11/14/reading-coloured-overlays-and-visual-stress/#respond
• Neuromyth
• Research
• https://educationalneuroscience.org.uk/wordpress/2025/09/12/new-blogs-about-cen-work/
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• https://educationalneuroscience.org.uk/wordpress/2025/07/12/bridging-findings-from-the-lab-and-the-classroom/
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• https://educationalneuroscience.org.uk/wordpress/2025/05/19/encore-conference/
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• Encore-2025-Proceedings
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• https://educationalneuroscience.org.uk/wordpress/2025/05/08/cen-activities-report-2024-2025/
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• ENCORE
• CEN-Report-on-activities-2024-2025
• https://educationalneuroscience.org.uk/wordpress/2025/03/24/a-new-book-on-attention-and-focus-for-key-stage-1-and-early-years-teachers-that-doesnt-talk-about-executive-functions/
• https://educationalneuroscience.org.uk/wordpress/2025/03/24/a-new-book-on-attention-and-focus-for-key-stage-1-and-early-years-teachers-that-doesnt-talk-about-executive-functions/#respond
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• 10.14324/LRE.23.1.05
• https://doi.org/10.1037/edu0000958
• https://www.progress.org.uk/polygenic-risk-polygenic-scores-polygenic-indices-what-are-they-what-should-be-done-with-them/
• here
• gene-environment interplay
• screening tool
• recently reported
• less accurate in predicting a child’s actual achievement
• Professor Andy Tolmie
• Dr. Rebecca Gordon
• Emma Meaburn
• findings from a study
• Usha Goswami
• Daphne Jackson Research Fellow
• Specific Learning Difficulties Assessments Standards Committee
• Visual Stress.info
• CEN – Vision of the classroom as unnatural and uncomfortable
• Vision, Reading Difficulties and Visual Stress
• https://doi.org/10.1111/jcpp.13481
• https://doi.org/10.1016/j.optom.2016.04.002
• https://doi.org/10.1007/BF02657600
• https://repository.essex.ac.uk/30132/7/74-86_Oruen_Vol-6_Jan-2021.pdf
• https://doi.org/10.1111/1467-9817.00132
• The BOLD blog
• Mind Brain and Education
• How do we know what works in education?
• Are we bridging the gap from brain scan to lesson plan?
• here
• Prof Sam Wass
• Dr Gemma Goldenberg
• “Take Action on Distraction”
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