Neuromyths in the classroom and the role of critical thinking
When our research team first met this year’s cohort of teacher trainees, we wanted to do more than just talk about research: we wanted to show its value. Neuromyths – which are misconceptions about the way the brain works and how people learn – are surprisingly common among educators worldwide. We wanted to see if our trainees believed neuromyths to the same degree as elsewhere in the world, and whether we could influence the trainees to think more critically about them.
To do this, we used a set of statements drawn from established studies on neuromyths. These statements have been tested repeatedly in research, allowing us to compare our findings with the previous studies. The study involved 570 new Initial Teacher Education (ITE) trainees, who completed a quiz with 22 statements about learning and the brain: 10 statements were true, and 12 described neuromyths.
What did we find?
Acceptance of neuromyths was common
On average, our trainees identified 6 of the 12 neuromyths as ‘true’.
Confidence varied
While the average confidence in neuromyths was moderate (4.4 out of 8), many trainees strongly believed in some myths. For example, 87% considered the “Individuals learn better when they receive information in their preferred learning style” myth to be true, and 64% believed it strongly.
Belief rates ranged widely
Belief across neuromyths spanned from 5% to 93%, with strong belief ranging from 1% to 64%.
Some of the other most commonly believed neuromyths included:
- “Exercises that rehearse co-ordination of motor-perception skills can improve literacy skills” (85%)
- “A common sign of dyslexia is seeing letters backwards” (76%)
- “Children are less attentive after consuming sugary drinks and/or snacks” (75%)
Our trainees’ beliefs closely mirrored those of qualified teachers in other countries, highlighting how pervasive these myths are across the profession.
Did critical thinking instructions help?
The study tested whether reminding trainees to ‘think critically’ would reduce their belief in neuromyths. Half the group received basic instructions when reading the neuromyths; the other half were also instructed to apply their critical thinking skills.
The effect was small but significant
The ‘critical thinking’ group judged 6.1 neuromyths to be true, compared to 6.4 in the ‘basic instructions’ group. A tiny but statistically significant difference.
Both groups were equally able to distinguish true statements from myths. However, the critical thinking group was more sceptical overall, tending to doubt both true and false statements more. This finding reminds us that critical thinking isn’t just a mindset; it requires tools and knowledge. Without guidance, ‘think critically’ can be interpreted as ‘don’t believe what you hear, ’ which isn’t helpful.
What does this mean for teacher education?
“If teachers act on these beliefs, it can be harmful or at least waste time and resources that could be spent on something valuable. Learning styles, for example, have been debunked repeatedly, yet most people still believe in them.” – Rob Nash, Head of Psychological Research.
Hear more from our research team and learn about ongoing research projects.
The implications are significant. Believing in neuromyths can lead teachers to adopt ineffective strategies, wasting time and resources that could be spent on proven approaches. Therefore:
- Awareness matters. Trainees should leave their programmes knowing which ideas are controversial or unsupported by evidence.
- Critical thinking is key. Teacher training isn’t about memorising facts. It’s about developing the skill to evaluate claims and make informed decisions. This means learning not only when to reject claims but also when to trust evidence, rather than being sceptical for its own sake.
What’s next?
Critical thinking is becoming ever more important in the modern world as misinformation, disinformation, and conspiracy theories run rampant in online spaces. The Netflix show Adolescence (2024) has heightened societal awareness of these issues and combating them is now a priority for many policymakers.
How can teachers and teacher educators contribute towards children navigating these challenges?
The NIoT is home to the Centre for Digital Information Literacy in Schools (CDILS), launched in July 2025 and supported with funding from the Pears Foundation. The multi-year programme aims to equip educators with the knowledge, confidence, and tools to teach and lead effectively in an age of misinformation.
As part of its work, the Centre will embed critical thinking, psychological insight and media literacy across teacher development, through national training for teachers, leaders and school governors.
By developing critical thinking skills, educators not only empower their students to evaluate the information they encounter confidently but also set the standard for thoughtful engagement in the digital age. If you’re interested in taking an active role in this vital work, learn more about CDILS and apply to be a part of the Expert Working Group.
Read more about the ‘Critical Thinking’ and ITE Trainees’ Acceptance of Neuromyths research project.