Evidence, Policy, Education, and Neuroscience—The State of Play in the UK

Abstract

In this article, we give an overview of translational educational neuroscience (mind, brain, and education) in the United Kingdom. We consider the state of translation, describing respectively the state of the dialogue between researchers and educators, the state of evaluation of approaches to improve educational outcomes, and the state of innovation in research translation. We consider the teacher perspective. What do UK teachers think about educational neuroscience and its potential for informing classroom practice, and how do ideas about pedagogical approaches feature among their everyday concerns? We describe the results of a recent survey from a representative sample of over 1,000 UK teachers, and a case study of a UK high school teacher who employs educational neuroscience in his practice and what this entails. Lastly, we consider the policy perspective and assess the recent move by the UK government to introduce knowledge of cognitive science into initial and early‐career teacher training.