Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School”

Research output: Contribution to journalEditorial


There have been numerous detractors and supporters relating to attempts to merge the neurosciences and the knowledge base of related contributing disciplines with the field of education. Some have argued that this is a “bridge too far”. The predominant view is that the relationship between neuroscience and the classroom has been neither significantly examined, nor applied. What is needed is a specially trained class of professionals whose role it would be to guide the introduction of cognitive neuroscience into educational practice in a sensible and ethical manner. Neuroeducators would play a pivotal role in assessing the quality of evidence purporting to be relevant to education, assessing who is best placed to employ newly developed knowledge, as well as with what safeguards, in addition to investigating how to deal with unexpected consequences of implemented research findings. This special issue of the “The Brain Goes to School” aims to provide support for the development of training programs that truly integrate curriculum design and classroom instruction with the developmental cognitive neurosciences.

Original languageEnglish
Article number40
JournalBrain Sciences
Issue number1
StatePublished - 24 Dec 2022

Bibliographical note

Publisher Copyright:
© 2022 by the author.


  • developmental cognitive neuroscience
  • educational neuroscience
  • neuroeducation

ASJC Scopus subject areas

  • General Neuroscience


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