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.

• Introduction A AbstractionAction 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, Prefrontalcortex 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 80F 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 PerseverancePersonalised 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 RewardRisk 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

'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

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.

• Introduction A AbstractionAction 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, Prefrontalcortex 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 80F 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 PerseverancePersonalised 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 RewardRisk 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

'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

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.

• Introduction A AbstractionAction 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, Prefrontalcortex 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 80F 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 PerseverancePersonalised 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 RewardRisk 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

'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